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一、背景和问题在物理教学中培养和发展学生的实验能力,是摆在我们面前极为重要的课题。但是,在实际教学中往往偏重于实验理论知识的传授和提供感性材料,忽视了动手操作和观察技能的系统训练。显然,这样培养出来的学生与当今“三个面向”和培养“四化”人材的总目标是格格不入的。在传统的学校一级的实验操作考核中,主要存在如下几个问题: 1.学生实验缺乏明确的可测量的实验教学目标,没有对构成实验能力的理论知识、观察和操作诸因素进行科学的分类工作。因此在实验能力的考核中有很大的主观随意性,评定的结果有机遇性。不客观。 2.传统的实验考核是以一对一的方式
I. Background and Problems Training and developing students’ experimental abilities in physics teaching is an extremely important issue before us. However, in practical teaching, emphasis is often placed on imparting experimental theory knowledge and providing sensuous materials, ignoring the systematic training of hands-on operations and observation skills. Obviously, the students thus cultivated are incompatible with the overall goal of today’s “three orientations” and the cultivation of “four modernization” human resources. In the traditional school-level experimental operation assessment, there are mainly the following problems: 1. Student experiments lack clear and measurable experimental teaching objectives, and there is no scientific knowledge of the theoretical knowledge, observation and operation factors that constitute the experimental ability. Classified work. Therefore, there is a lot of subjective arbitrariness in the assessment of experimental ability, and the results of the assessment have an opportunity. not objective. 2. The traditional experimental assessment is one-on-one