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物理探究式教学是指学生在学习概念和原理时,教师只是给他们一些事例和问题,让学生自己通过阅读、观察、实验、思考、讨论、听讲等途径去独立探究,自行发现并掌握相应的原理和结论的一种方法。物理概念、物理规律、物理方法的教学,都可以在课堂上实施探究式教学,它们都有着类似的教学策略。课堂教学策略大致包括以下6个阶段。1.创设物理情境,提出可探究问题。探究教学是以解决问题的形式出现,在有意义的探究教学中,教师必须首先把学生要学习的内容巧妙地转化为问题情境。针对教学内容和学生的具体情况,着眼于学生的最近发展区,为把潜在的物理认知发展水平变成现实的认知创造切实可行条件,利用先行组织者理论,创设情境,激发新知识与认知结构中现存的相关概念的连接,从而促成有意义学习。教师可选
Physical inquiry teaching refers to students in learning concepts and principles, teachers just give them some examples and problems, so that students themselves through reading, observation, experiment, thinking, discussion, listening and other ways to explore independently, to discover and master the corresponding A principle and conclusion of a method. Physical concepts, physical laws, physical methods of teaching, can be implemented in the classroom inquiry teaching, they all have a similar teaching strategy. Classroom teaching strategies generally include the following six stages. 1. Create a physical situation, put forward to explore the issue. Inquiry teaching appears in the form of problem-solving. In meaningful inquiry teaching, teachers must first skillfully translate what students want to learn into problem situations. In view of the teaching content and the specific conditions of students, focusing on the recent development of students, to create practical conditions for the cognitive development of potential physical cognitive level into reality, the use of advanced organizer theory, create context, stimulate new knowledge and Cognitive structure of existing connections in the related concepts, thus contributing to meaningful learning. Teacher optional