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问答题的表达不仅用到物理知识,还与数学知识、语文水平等密切相关。解问答题成了初中学生答题中的一个突出矛盾。为了提高学生的表达能力,我们对他们进行了包括:审、议、书、讲、帮、评六环节的竞赛性训练。 1、审:即把题目布置给学生,由他们认真审题,先弄清题意,明确题目中给的条件(包括隐含条件)和要回答的内容是什么。 2、议:在审题的基础上,每个学生找出答题所用的知识点间的联系,由要回答的问题和知识点间的联系来确定哪些是有用条件,哪些是多余条件,并且思考出答案框架,然后以学习小组为单位经讨论、争议,各抒已见,推敲出最佳答案。 3、书:在议的基础上,每人都对布置的所有题目在练习本上整理成文字答案。为在班内交流答案,取长补短,要求每组推荐出自己的代表,各组的代表要求轮流推荐,以使好生和差生都有参赛的同等权利和机会。这样有利于提高差生学习的主动性和积极性。
The expression of quiz questions not only uses physics knowledge, but also is closely related to mathematics knowledge and language proficiency. The solution to the quiz question became a prominent contradiction in the answers of junior high school students. In order to improve the students’ ability to express, we conducted competitive training for them including: review, discussion, book, talk, help and comment. 1, review: that is, the layout of the topic to the students, they carefully examine the problem, first clarify the meaning of the problem, clear the conditions given in the title (including implied conditions) and what to answer. 2. Discussion: On the basis of the examination questions, each student finds the connection between the knowledge points used in the answer, and determines the useful conditions and the redundant conditions by considering the questions to be answered and the links between the knowledge points. The answer frame is then discussed and controversial with the study group as a unit. All have already seen and weighed out the best answer. 3. Book: On the basis of the discussion, each person arranges all the questions in the exercise book into textual answers. In order to exchange answers in class, learn from each other and ask each group to recommend their own representative. The representatives of each group should ask for recommendations in turn so that both good and bad students have the same rights and opportunities for participating. This will help improve the initiative and enthusiasm of poor students.