论文部分内容阅读
中学物理演示实验是教师表演示范、学生观察思考的教学实验,它可以充分发挥教师的主导作用,但是往往难以体现学生在教学过程中的主体地位,缺乏学生主动性的发挥。拓展演示实验的功能,使学生由被动地接受知识向主动地获取知识转化,必须突出科学探究。依据知识结构的规律和演示实验的功能,教学中的演示实验分为:为导入新课而设计的演示、为构建知识而设计的演示、为运用知识巩固与深化知识而设计的演示等。在演示实验中要想突出科学探究,体现以学生为主体的教育理念,就要在各类不同演
The middle school physics demonstration experiment is a teaching experiment of teachers’ demonstrations and students’ observations and reflections. It can give full play to the leading role of teachers, but it is often difficult to reflect the student’s dominant position in the teaching process and the lack of student initiative. To expand the function of demonstration experiments so that students can passively accept knowledge to actively acquire knowledge and must highlight scientific inquiry. According to the laws of knowledge structure and the functions of demonstration experiments, demonstration experiments in teaching are divided into: demonstrations designed for introducing new lessons, demonstrations designed for constructing knowledge, and demonstrations designed to apply knowledge to consolidate and deepen knowledge. In order to highlight scientific inquiry and demonstrate student-centered education philosophy in demonstration experiments, we must