本刊1994年第10期刊载的“热学教学的误区”一文,结合中学教学指出热学教学要防止陷入误区。在顾及学生接受能力的同时,还应注意物理概念的正确性。读后颇受启发,笔者在此基础上再作一些探讨。 1.热量是过程物理量 把“热量”用热力学第一定律来定义,中学生不太容易接受。“热量”的概念比较直观,教材中是先讲“热量”再引入“内能”的,另外这样的定义对“热量是一个过程量”的特点不够突出,这正是教学中易陷入的误区,似乎热量、功和内能一样都是由状态参量决定的。 我们可以根据课本(必修本第一册)第180页的结论:“能够改变物体内能的物理过程有两种:做功和热 The article “Misunderstanding in Thermal Teaching” published in the 10th issue of the magazine in 1994, combined with teaching in middle schools, points out that thermal teaching should be prevented from falling into a misunderstanding. While taking into account the ability of students to accept, we must also pay attention to the correctness of the physical concept. After reading it, I was inspired and the author made some further explorations on this basis. 1. Heat is the physical quantity of process The definition of “heat” is based on the first law of thermodynamics, which is less acceptable to middle school students. The concept of “calorie” is more intuitive. In teaching materials, “calorie” is first introduced and “internal energy” is introduced. In addition, such a definition is not characterized by the fact that “heat is a process quantity”. This is precisely the misunderstanding in teaching. It seems that heat, power and internal energy are all determined by the state parameters. We can use the conclusions on page 180 of the textbook (Compulsory Book 1): “There are two physical processes that can change the internal energy of an object: doing work and heat.