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猜想与假设是科学智慧中最活跃的成分,是探究式教学中的重要环节,但往往也是教师容易忽视的地方。新课程标准对科学探究的猜想与假设有这样的要求:尝试根据经验和已有知识对问题的成因提出猜想,对探究的方向和可能出现的实验结果进行推测与假设。猜想与假设,就是根据已知原理和事实,对未知的自然现象及其规律作出的一种假定性说明或假定性命题;猜想带有一定的想象、推测成分,具有可能性,是人类在探索物理本质规律时的一种思维策略,即抓住事物的某种重要特征进行解决问题的推测,是对问题解决
Conjecture and hypothesis are the most active components in scientific wisdom. They are important links in inquiry teaching, but they are often overlooked by teachers. The new curriculum standards have the following conjecture and hypothesis about scientific inquiry: try to guess the causation of the causation according to the experience and the existing knowledge, and make the presumptions and assumptions about the direction of the inquiry and possible experimental results. Conjecture and hypothesis are just hypothetical statements or hypothetical propositions of unknown natural phenomena and their laws based on the known principles and facts. Conjecture, with some imagination and speculation, has the possibility that human beings are in the process of exploration A kind of thinking tactics in the process of the nature of physics, that is, grasping an important feature of things to solve the problem, is to solve the problem