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同一物理问题,可以从不同侧面提出,提问的角度不同,效果往往不一样。课堂上,教师若能根据具体的情况形成各种不同的问题情境,就可以使学生的注意力迅速集中到特定的事物、现象、专题或概念上来,从而达到优化课堂教学结构的目的。“设疑式”可以引起学生的有意注意和独立思考;“逗趣式”能激发学生的兴趣,使学生深思;“对比式”可以诱导学生通过比较发现共性、区别个性、加深理解,有利于发展学生的求异思维和求同思维;“刨根式”能帮助学生揭示物理现象的本质,促使学生对问题认识的深化;“比喻式”能帮助学生发生联想、想象,有
The same physical problems can be raised from different sides, different perspectives, the effect is often not the same. In the classroom, if teachers can form a variety of different situations according to the specific situation, they can quickly focus their attention on specific things, phenomena, topics or concepts so as to achieve the purpose of optimizing classroom teaching structure. “Constructivism ” can cause students to deliberate attention and independent thinking; “funny style ” can stimulate students’ interest, make students ponder over; “contrast type ” can induce students to find commonalities by comparing, Deepen understanding is conducive to the development of students’ thinking and thinking of seeking common ground; “Planing style ” can help students reveal the essence of physical phenomena, prompting students to deepen understanding of the problem; “analogy ” can help students associate Imagine, there is