一、引育习题教学中经常发现学生“一听就懂,一做不会,做了也错,一过就忘”。针对这一现象,仔细反思我们习题课的教学:不是我们讲得不好,而是讲得太好,课堂成了教师的舞台;学生只是听众,被动接受,没有注入自身的情感、经历自己的思维过程,又怎能理解、贯通。奥尔康、金德和申内特研究发现:学生一般能记住他们所阅读过的10%……他们边做边说的90%[1]。显然,学生的参与度决定了他们的收获程度。为此,笔者在高三物理习题教学中尝试了一种新的习题教学模式——“说题”模式。 First, the practice of lead-induced exercises often found that students “one will understand, one will not do it wrong, once forgotten.” In response to this phenomenon, we carefully reflect on the teaching of exercise class: not we talk bad, but put it too well, the classroom became the teacher’s stage; students are listeners, passive acceptance, without injecting their own feelings, experience their own Thinking process, how can we understand, through. Aaron, Kinder, and Shennet study found that students generally remember 10% of what they read ... They did 90% of what they did. Obviously, student participation determines their level of achievement. For this reason, the author tries a new kind of exercises teaching mode in the third year physics exercises teaching - “say the topic” mode.