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在初中物理教学中,教师不仅仅是作为知识的传播者,更重要的是要引导和指导学生去获取知识。在学习新物理知识过程中,教师要能引导学生提出问题,然后对问题进行猜想和假设,引导学生进行探究思路的构思,让学生通过自己经历科学探究的过程主动地获取知识,在学生得到结论后,教师还要组织学生进行交流、分析和总结,最后教师对学生的研究成果进行评价,引导学生得出正确结论。因此,在探究式教学中,还要求教师要从知识的传播者变为学生学习的组织者、引导者和指导者。
In junior high school physics teaching, the teacher is not merely a communicator of knowledge, but more importantly, it is necessary to guide and guide the students to acquire knowledge. In the process of learning new physics knowledge, teachers should be able to guide students to ask questions, then guess and hypothesize questions, guide students in the conception of inquiry ideas, and allow students to actively acquire knowledge through the process of experiencing scientific inquiry. Afterwards, the teacher also organizes students to communicate, analyze and summarize. Finally, the teacher evaluates the student’s research results and guides students to draw correct conclusions. Therefore, in inquiry teaching, teachers are also required to change from the communicators of knowledge to the organizers, guides, and mentors of student learning.