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作业是学生实施物理课前预习的媒介,对学生的学习有导向作用;通过课后作业的布置,加深学生对课堂物理知识的理解,实现学生自我完善;通过物理作业的评价,给学生对错的感悟,提高学生解决问题、反思自我的能力.但是,在传统的初中物理作业布置中,教师强调书面作业,忽视学生们的合作与交流.加上严重的应试教育背景,教师更是注重数量而忽视质量,更不要说实施分层作业,因材施教.笔者结合这些年的初中物
Homework is a medium for students to carry out a preview of physics before class, and plays a guiding role in students ’learning. Through the arrangement of after-school assignments, students’ understanding of class physics is deepened so that students can improve themselves. Through the evaluation of physical homework, , Enhance students’ abilities to solve problems and reflect on themselves.However, in the traditional layout of junior middle school physics assignments, teachers emphasize written assignments and neglect the cooperation and exchange of students.With the serious background of exam-oriented education, teachers pay more attention to quantity While ignoring the quality, not to mention the implementation of stratified operation, teaching students in accordance with their aptitude.