传统教学观认为,教师是知识的占有者和传授者,教学就是教师将自己拥有的知识传授给学生的过程,这样,教学活动演变成了教师讲学生听、教师做学生看、教师问学生答、教师写学生抄、教师教学生考的单边活动,学生的学习完全是一种被动的接受式学习。近年来,基于新课改的要求,在物理教学中如何培养学生的科学素养,如何创设适当的教学情景,调动学生学习物理的兴趣,让学生经历发现问题、猜想和假设、设计实验、进行实验、搜集分析实验数据、表达和交流等过程,从而培养 The traditional teaching view is that teachers are the possessors and preachers of knowledge. Teaching is the process in which teachers impart their own knowledge to students. In this way, teaching activities evolve into teachers’ listening, teachers’ doing students’ reading, teachers’ asking students’ answers , Teachers write student copy, teachers teach students to test unilateral activities, student learning is entirely a passive acceptance of learning. In recent years, based on the requirements of the new curriculum reform, how to cultivate students ’scientific literacy in physics teaching, how to create appropriate teaching scenarios, arouse students’ interest in studying physics, let students experience problems, conjectures and assumptions, design experiments and conduct experiments , Collect and analyze experimental data, expression and exchange process, so as to cultivate