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在一次校际间的同课异构活动中,来自不同学校的两位教师分别在不同班级执教了同一节内容——物理选修3-1的“电容器电容”.两位教师对电容概念的引入采取了不同的方式,引起了听课同行的关注,也引起了笔者的思考.1不同的顺序及效果在这次活动中,两位上课教师在课堂上都不约而同地用容器的装水能力来类比电容器储存电荷的本领,但他们进行类比的先后却有所不同.一位教师在引入电容的定义前,先让学生思
During an inter-school lecture on heterogeneous activities, two teachers from different schools coached the same section in different classes - Physical Elective 3-1 “Capacitor Capacitor.” The two teachers discussed the concept of capacitance The introduction of a different approach has aroused the attention of peers listening, but also caused the author’s thinking.Different sequences and effects In this activity, the two class teachers in the classroom are invariably used container water capacity To compare the ability of capacitors to store charge, but they have different analogy has a difference in the introduction of a capacitor before a teacher, let students think