从一九八四年开始,我以一个初二教学班为实验班,进行物理课跟踪对比的教法改革实验.两年来,通过不断探索,总结出“实验学导法”,教学效果很好. 一、实验学导法的理论依据教育心理学指出:“人的各种活动都是由一定的动机所引起的.学生进行学习也总是为一定的学习动机所支配的.”初中生的学习兴趣是学习动机主要的表现形式.他们在学习物理的开始阶段,学习兴趣一般较浓,但随着抽象概念、规律和繁杂的数学运算的出现,学习兴趣会逐渐减弱以致丧失学好物理的信心.这是因为,初中生的学习更多地受直接兴趣的影响,直接的近景性学习动机是他们的主导性学习动机.直接兴趣不能 Starting from 1984, I took a second-grade class as an experimental class to conduct physics teaching reform experiments. In the past two years, through continuous exploration, I have summed up the “experimental method” and the teaching effect is very good. I. Theoretical Basis of Experimental Teaching Methodology Educational psychology points out: “All kinds of people’s activities are caused by certain motives. Students’ learning is always controlled by certain learning motives.” Junior high school students Learning interest is the main expression of learning motivation. In the beginning stage of learning physics, their interest in learning is generally strong. However, with the emergence of abstract concepts, laws, and complicated mathematical operations, interest in learning will gradually weaken and lose the confidence to learn physics well. This is because the learning of junior high school students is more influenced by direct interest. The direct motivation for short-term learning is their dominant learning motivation. Direct interest cannot be