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物理学科的特点是:很多知识点是从生活中抽象出来的,抽象物理课堂教学过程一般是以不断地发现问题、提出问题、探索问题并解决问题的方式来获取新知识的问题性思维过程。在发现问题后,问题该怎么问才能够更高效地引导学生进行探索和思考?这就要考虑问的方法。不少教师习惯于问“对不对”“是不是”“好不好”之类的问题。面对问题时,懂了的学生回答,不懂的学生也人云亦云地跟着回答,看上去总是有大部分学生在积极参与。但这只是华丽的外表,实质上是淡化了学生作为学习主体应该通过深
The characteristics of physics are as follows: Many knowledge points are abstracted from life. The process of abstract physics classroom teaching is generally a question thinking process of acquiring new knowledge by constantly discovering, asking, exploring and solving problems. After discovering the problem, how to ask the question to be able to guide students to explore and think more effectively? This should consider the method of asking. Many teachers are accustomed to asking questions like “right” or “yes” or “good”. Faced with the problem, the students understand to answer, do not understand the students also followed suit, it seems that there is always the majority of students are actively involved. But this is just gorgeous appearance, in essence, played down the students as the main body of the study should be deep