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现行人教版初中物理教材中的学生分组实验,可归纳为:训练性实验、验证性实验、探究性实验、测量性实验、应用性实验等五个类型。现结合“探究杠杆的平衡条件”的学生分组实验,谈谈探究性物理实验的教学问题。一、用问题引领思维如果只从“小朋友玩的跷跷板、拔钉子用的羊角锤”等几个生活实例理解杠杆概念,容易使学生产生“杠杆是一根直的硬棒”的错觉,为了避免这一错误的看法,在课堂教学中应从学生日常生活实际出发,找出各种杠杆的实例,用归类法探究杠杆特征、理解杠
Current PEP teaching textbooks in junior high school students grouped experiments, can be summarized as: training experiments, confirmatory experiments, exploratory experiments, measurement experiments, applied experiments and other five types. Now combined with “balance of probing lever conditions ” student group experiment, talk about the teaching of inquiry physics experiment. First, lead the mind with the problem If only from the “children playing seesaw, pulling the nail with a claw hammer” and other life examples to understand the concept of leverage, easy to produce students “lever is a straight hard stick ” Illusion, in order to avoid this erroneous view, in the classroom teaching should be based on the actual daily life of students, find examples of various leverage, with the classification method to explore the characteristics of leverage, understanding the bar