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1问题的提出如图1所示,台秤上装有水杯,杯底用细线系住一木球,若细线突然断裂,则在小球上浮到水面(未露出)的过程中,台秤的读数将(A)变小.(B)变大.(C)不变.(D)无法判断.这是一个经典的系统超重与失重问题,在没有介绍系统超重与失重问题之前,训练结果表明,只有35%的学生能够得出正确的结论(A),20%的学生选择(C),45%的学生选择(D).剖析上述结果的成因,有利于教师教学行为的改进.学生在学习了超重与失重的知识后,要从单体的超重与失重拓展到系统(水、杯、球组成的整体)的超重与失重,对学生的认知形成挑战;由于没有演示实验的视觉冲击,仅靠抽象
1 The problem is raised as shown in Figure 1, equipped with cups on the scale, the bottom of the cup with a thin wire tie a wooden ball, if the thin line suddenly rupture, the ball float to the surface of the water (unexposed) process, the scale reading (B) becomes larger (C) does not change (D) can not be judged.This is a classic system of overweight and weightlessness problems, did not introduce the system before the problem of weight and weight loss, the training results show that, Only 35% of students can draw the correct conclusion (A), 20% of students choose (C), 45% of students choose (D) .Analysis of the causes of these results is conducive to the improvement of teachers’ teaching behavior. Overweight and weightlessness of the knowledge, from the monomer overweight and weightlessness to the system (water, glass, the ball composed of the whole) overweight and weightlessness, the students’ cognitive challenges; the lack of visual demonstration of the impact of the experiment, Only by abstract