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1995年高考物理试卷对能力的考查,做了进一步的探索,不少试题虽然源于常规题,甚至可以从课本中找到它们的“影子”,但是它们在命题的立意、情境以及设问方面都有所创新,涌现出了一批很有特色的好题,使它们在考查物理学科能力方面发挥了特有的功能。本文就两年来试题的情境和设问两个方面做一些分析。先谈高考物理科试题的情境。一、什么是试题的情境?情境,就是情景,境地,物理试题要通过设置的特定的物理环境来考查考生的物理水平。近两年,高考物理试题所设计的情境大概有六种形式:为考查考生对物理基本概念的理解,避开考生一般熟知的内容或形式,设计新情境。例1(1995年全国高考第11题)图1表示一交流电的电流随时间而变化的图象。此交流电流的有效值是
In the 1995 college entrance examination physics papers, they made further explorations on the examination of their abilities. Although many of the questions originated from regular questions, they could even find their “shadows” in the textbooks, but they were all in terms of the concept, situation, and design of the propositions. With some innovations, a number of very good questions emerged, which made them play a unique role in examining the physics disciplines. This article does some analysis on the situation and the questioning of the two-year questions. First talk about the situation of college entrance examination physics test questions. First, what is the situation of the problem? Situation, is the situation, situation, physics test questions to set the specific physical environment to examine the candidate’s physical level. In the past two years, there are about six situations in the design of the physics test for college entrance examinations: to examine the examinee’s understanding of the basic concepts of physics, to avoid the content or form that the candidate is generally familiar with, and to design a new situation. Example 1 (11th National College Entrance Exam in 1995) Figure 1 shows an alternating-current image of alternating current over time. The effective value of this AC current is