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教师在物理教学中对学生思维能力的培养,通常采用的方法有如下几种。 1 质“疑”学起于思,思源于疑。引导学生质疑,就能引发学生探究反思。例如,在浮力教学中为了使学生弄清浮力的大小与哪些因素有关,遵从什么规律,可以用学生熟悉的例子问学生:为什么木块浮在水面上而铁块沉入水底?(学生常回答:因铁比木头重。)再进一步问:用钢铁制成的万吨巨轮为什么可以浮在水面上?这个实例使学生对“因铁重而下沉”的结论产生了怀疑,从而引起思维。
There are several methods commonly used by teachers to train students’ thinking ability in physics teaching. 1 The quality of “suspect” starts from thinking and the origin of thinking is doubtful. Guiding students to question can lead students to explore and reflect. For example, in buoyancy teaching, in order to make students understand what the factors related to the size of buoyancy are, and what laws to follow, students can use familiar examples to ask students: Why are wooden blocks floating on the water and iron blocks sinking into the water? (Student often answers : Because iron is heavier than wood.) Further asks: Why could a million-ton wheel made of steel float on the water? This example has led students to doubt the conclusion of “sinking because of heavy iron,” and this has led to thinking.