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众所周知,各种语言都是为着各种特定的思维服务的,物理语言就能很好地为物理思维服务.但教学的实际告诉我们,有相当多的学生在学习了物理一段时间,甚至很长一段时间后,仍然缺乏主观形成物理语言的意识,或者是不知道如何用规范的物理语言来表达自己的物理思维.例如,在我省初中物理毕业会考中,曾有这样的一道简答题:病人发高烧时,人们常将一条湿毛巾搁在其额头上,请解析这样做的道理.作为物理问题,最恰当的解析应该是:湿毛巾中的水分蒸发吸热,达到使患者退烧降温的目的.在这里“蒸发、吸热、降温”是突出题给情境中,对物理过程分析的物理语言表述中的关键字词.然而,我们对考卷的抽样分析中发现,在本题被扣分的70%的考卷中,有80%的考卷答
As we all know, all kinds of languages are for a variety of specific thinking services, physical language can serve physical thinking well. But the actual teaching tells us that there are quite a number of students who have studied physics for some time, even very After a long period of time, there is still a lack of subjective awareness of physical language, or do not know how to use physical language to express their own physical thinking. For example, in the junior high school physics graduation examination in our province, there has been such a short answer: When the patient has a high fever, people often put a wet towel on their forehead. Please analyze the reason for doing so. As a physical problem, the most appropriate analysis should be: moisture in the wet towel to absorb heat, to achieve the patient’s fever and reduce temperature Objective. Here, “evaporation, heat absorption, and temperature reduction” are the key words in the physical language description that highlights the physical process in the context of the topic. However, we have found that in the sample analysis of the examination paper, points are deducted from this question. 70% of the exam papers have 80% of the test papers