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一、案例背景密度知识比较抽象,依据“大纲”要求,它不仅是初中物理教学的重点之一,在教材中承上启下,是进一步学习必备的基础性、前提性知识,而且它在生产、生活中应用十分广泛。同时,由于初二学生逻辑思维正处于发展初期,分析和处理实验数据能力较弱,利用比值法定义密度比较抽象,尽管学生经历过
First, the background of the case density knowledge is more abstract, based on the “outline ” requirement, it is not only one of the focuses of junior high school physics teaching, insisting on teaching materials, is to further learn the necessary basic, prerequisite knowledge, and its production , Life is widely used. At the same time, as the second-year students’ logical thinking is in the early stage of development, the ability to analyze and process the experimental data is weak. The use of the ratio method to define the density is rather abstract. Although the students have experienced