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情境化教学思想的引用是物理课堂教学的一个热门话题。物理课堂教学的情境创设要注意真实“度”的把握,适度拓展情境创设弹性空间,突出情境创设的核心效能。毋庸置疑,注重情境创设,适度使物理生活化,这对治疗过去教学过程中过于注重形式化引入,大量编制虚假引用试题对物理造成的“硬伤”无疑是有积极意义的。但是,物理高度抽象的特征和课堂教学时间、场所、教具选用等有所限制之间的矛盾,以及教师对课程目标把握的缺失,使这一思想在课堂教学实践中效能发挥得总是不尽人意。所以,如何让物理教学适度生活化、情境化而又不失浓厚的物理味,给学生留下相对深刻的物理感悟,当是教师进行物理设计时必须思考和加以改进的问题。
The use of contextualized teaching ideas is a hot topic in physics classroom teaching. The establishment of the situation of physics classroom teaching should pay attention to the real “degree” grasp, appropriately expand the situation to create a flexible space, and highlight the core effectiveness of situation creation. Undoubtedly, attention is paid to the creation of situations and to the proper adaptation of the physical life. This is an excessive emphasis on the formal introduction of the treatment of past teaching processes. It is undoubtedly positive for a large number of false reference questions to be caused by the physical flaws. However, the contradiction between the highly abstract features of physics and the limitations of classroom teaching time, place, and teaching aid selection, as well as the lack of teachers’ grasp of the course objectives, make this ideology not always effective in classroom teaching practice. People. Therefore, how to make physics teaching suitable for life, context, and without losing a strong physical taste, leaving students with relatively deep physical perception, when the teacher must carry out physical design must be considered and improved.