以往,物理学科和其它学科一样,课堂教学偏重于纯理论的讲解,平时对学生训练则是从理论到理论的题海战术,其目的是为“应试”得高分。这样,对本来很有趣味的像“乐音”的课题,学生也感到枯燥无味。为改变这种弊端,我在教“乐音”时,对优化课堂教学结构,努力创设情境对学生进行素质教育作了初步尝试。 In the past, the physics discipline, like other disciplines, focused on purely theoretical explanations. Usually, student training is a sea tactic from theory to theory. Its purpose is to score high scores for “exams”. In this way, students are also bored with subjects that are already interesting, such as “musical sounds.” To change this malpractice, I made a preliminary attempt to improve the classroom teaching structure and strive to create a situational quality education for students when I was teaching “music.”