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培养学生分析和解决问题的能力是各科教学的共同要求。现行教材特别是理科教材,都是以前人的科学实践和理论概括为基础,并且在无数次的实验中验证过的基本理论。但任何一本教材,由于篇幅的限制,论述问题的出发点不同,或其他原因,往往不可能对某一概念和过程同时用许多方法去推导或论证。因此,在教学中如果局限于教材中论证问题的某个方法,对于培养学生分析和解决问题的能力就很不够了。为此,我在物理教学中注意到在条件允许下(如授课时间,学生的负担量,学生的数学基础等),尽可能采用多种方法,同学生
Training students ability to analyze and solve problems is the common requirement of all subjects teaching. The current teaching materials, especially the science textbooks, are based on the scientific theories and practices summarized by the predecessors and have been verified in innumerable experiments. However, for any textbook, it is often impossible to deduce or argue a certain concept and process in many ways at the same time due to the limitation of space, the different starting points for discussing the problem, or other reasons. Therefore, if teaching is limited to teaching a certain method of argumentation, it is not enough to train students to analyze and solve problems. For this reason, I noticed in physics teaching that under the conditions (such as teaching time, the burden on students, students’ maths foundation, etc.)