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笔者近年来尝试根据所要复习的知识点设计系列实验组织教学,收到了预期的效果.现以初中物理第一册第四、五章密度、压强的复习为例,谈谈自己的做法. 上课开始,教师出示带针头的小号针筒,并做一个护士打针的动作,立即把学生们的注意力吸引住了,教师问为什么针头要做得那么尖细?学生有的答为增大压力,有的答为增大压强,教师肯定正确答案后,引导学生复习压力、压强的概念和增大或减小压强的方法. 教师把针筒上的针头取下,再出示两个去掉橡皮
In recent years, the author tried to design a series of experimental teaching based on the knowledge points to be reviewed, and received the expected results. Now the fourth and fifth chapters of the first physics physics, the density and pressure of the first review, for example, talk about their own practice. The teacher presented a small needle with a needle and acted as a nurse, immediately attracting the attention of the students. The teacher asked why the needle was done so sharply. Some students responded with increasing pressure. Some responded with increasing pressure. After the teacher affirmed the correct answer, he guided the student to review the concept of pressure and pressure and the method of increasing or decreasing the pressure. The teacher took off the needle on the syringe and showed two to remove the eraser.