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在初中教学中,总会涉及做实验,那么就会产生许许多多的实验数据。然而实验数据并不等于实验结论,实验数据只是客观事实的反映,只有在实验的基础上对实验数据进行更进一步的科学分析处理,所得出的结论才是完整的实验结论。由于分析数据有的需要一定方法,这需要老师和同学们花费很多时间和精力,但有些老师认为初中的实验并不重要,对学生的成绩不会产生太大影响,因此对实验数据草草分析,就得出结论。这种对实验数据的态度,严重违背了课程标准对情感、态度、价值观的要求,更不用说像科学家一样来探究问题。结合一些教师对科学实验数据的分析经历,浅谈初中教学中如何对科学实验数据进行分析。
In junior middle school teaching, there is always a lot of experimental data involved in doing experiments. However, the experimental data is not equal to the experimental conclusion. The experimental data is only a reflection of the objective facts. Only on the basis of the experiment, further scientific analysis of the experimental data is performed, and the conclusion obtained is the complete experimental conclusion. Because some of the analytical data requires a certain method, which requires teachers and students to spend a lot of time and energy, but some teachers believe that the junior high school experiment is not important, will not have much impact on student performance, so a rush of analysis of experimental data, It concludes. This attitude towards experimental data seriously violates the requirements of the curriculum standards for emotions, attitudes, and values, not to mention the same problems as scientists. Combining some teachers’ experience in the analysis of scientific experimental data, how to analyze scientific experimental data in junior middle school teaching.