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我们知道,初中物理课程中涉及的物理现象多来自学生身边的生活与生产实践,来自于学生熟悉的科学技术成果。所以,在学习初中物理之前,学生已形成了自己的“物理语言”——一种自然的物理语言,我们暂且称其为学生的自然语言。这种语言是学生在长期生活中通过体验与交往而习得的物理现象表面的经验之说,或是周围的对物理一知半解、甚至根本不懂物理的人传递的“虚假经验”。多年的教育研究与实践告诉我,学生的自然语言对物理教育是至关重要的。本文将从理论与实践两个层面来阐述学生的这种自然语言对他随后要形成的物理语言的作用。
We know that the physical phenomena involved in junior high school physics curriculum come mostly from the living and production practices of students and come from students’ familiar achievements in science and technology. Therefore, before studying junior high school physics, students have formed their own “physical language” - a natural physical language, for the time being we call it a student’s natural language. This language is the experience of students in the long-term experience of physical phenomena obtained through experience and interaction, or the “false experience” of the surrounding people who have little or no knowledge of physics. Years of educational research and practice have taught me that the natural language of students is crucial to physical education. This article will elaborate on the role of this natural language of students from the two levels of theory and practice to the physical language that he will later form.