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一、巧设障碍在一些实验上,我们可以根据具体情况,人为地给学生的探究实验创造障碍,以期进一步激发学生的探究能力,激发学生的创造性思维。比如,在比热容一课的教学中,我为学生提供了水和砂石两种探究材料,当学生发现这两种材料的吸热能力不一样时,学生纷纷猜想是由于密度的不同所造成的结果,认为密度大的物体吸热的能力强。这时,我又让学生用同样的方法,探究水和煤油的吸热能力,学生得到了与刚才的探究实验相反的结论。此时学
First, the clever setting obstacles In some experiments, we can according to the specific circumstances, to artificially create obstacles for students to explore the experiment, with a view to further stimulate students ’ability to explore and stimulate students’ creative thinking. For example, in the teaching of specific heat capacity, I provided students with two inquiry materials, water and gravel. When students found that these two materials had different endothermic abilities, students had speculated that they were caused by different densities As a result, the density of objects that endothermic ability. At this moment, I let the students use the same method to explore the endothermic capacity of water and kerosene. The students got the opposite conclusion from the previous research. Learn at this time