从一节课看“情感·探究·思维”元素

• 作 者: 操文祥
• 机 构: 深圳市华侨城中学,
• 出 处: 物理教学
• 发表日期: 2012年08期
• 关键词: 物理教师 探究课 滑动摩擦力 核心元素 图象法 主体性作用 物理课堂 学习小组 物理科学 课堂教学

去年11月初,我校一位物理教师上了一节研究课——滑动摩擦力。在课上,6个学习小组充分展示了“合作、交流、探究”的课堂理念;在课的设计方面,老师把“情感·探究·思维”这“三大”课堂核心元素恰到好处地表现出来,堪称为一节典型的新课改探究课。一、课的开头部分利用三个活动,让同学们通过实践探索,获得充分的感性认识,进而总结提炼出“滑动摩擦力”的概念活动1:请一名学生上到前台来,如图1所示,

In early November last year, a physics teacher at our school took a research class - sliding friction. In class, six study groups fully demonstrated the concept of “cooperation, communication and inquiry”. In the class design, the teacher put the core of “three major” classrooms of “emotion, inquiry and thinking” Element just right to show up, called a typical new lesson of inquiry. First, the lesson begins with three activities that allow students to gain full perceptual knowledge through practical exploration, and then summarize the concept of “sliding friction.” Activity 1: Ask a student to come to the front desk, such as As shown in Figure 1,