论文部分内容阅读
不同教材对同一物理概念有不同的引入方式.通过对不同教材的比较,不但可以领会不同版本的编写思路,扩大视野,更好地理解概念的内涵和外延,还可以从教学方法的角度,更深刻地体会到学生对某个物理概念可以有不同的形成过程,而且也能帮助我们既依据手中现有教材又不被教材所限制,有所创新地设计教学方案,选择最佳的切入点组织教学内容,更好地让学生开展有意义的学习.本文以“动量”为例,通过比较五例不同版本教材的引入方式(考虑到不同教材的查阅方便程度,对前三例做简单扼要的介绍,对后两例做一点摘要性介绍),并在此基础上对动量概念教学引入的不同方式做简单梳理,最后就教学创新中如何科学地使用教材提出几点建议.一、动量概念在不同教材中的引入方式例举例1 人教版《物理》(必修加选修)第二册第八
Different textbooks have different ways of introducing the same physical concepts.Comparing different textbooks not only can understand different versions of writing ideas, expand their horizons, better understand the concept of connotation and denotation, but also from the perspective of teaching methods, more A profound understanding of the students can have a different concept of the formation of a physical process, but also help us not only based on the hands of the existing textbooks are not limited by teaching materials, innovative design of teaching programs, choose the best entry point organization Teaching content to better enable students to carry out meaningful learning.This paper take “momentum” as an example, by comparing the introduction of five different versions of textbooks (taking into account the ease of access to different textbooks, the first three cases to do simple A brief introduction of the latter two cases, and a brief introduction to the latter two cases), and on this basis, the concept of momentum teaching introduced different ways to do a simple sort of, and finally how to use teaching materials in scientific teaching put forward a few suggestions. Examples of the introduction of concepts in different teaching materials Examples 1 PEP “Physics” (Compulsory and Optional) Book 2 Eighth