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初中阶段的学生虽然抽象逻辑思维逐渐占优势,但很大程度上还属于经验型,其逻辑思维依然有赖于感性经验和具体形象思维的直接支持。而现行的物理教材已经设计好实验步骤,只需要教师讲解实验原理,学生按要求完成实验任务即可。为扭转这种重讲授实验、重验证实验现象和重培养实验技能,而轻实验过程、忽视学生思维特点的倾向,我在物理实验教学中进行了让学生参与实验设计的学习方法新尝试。
Although junior middle school students gradually dominated the abstract logical thinking, they still belonged to the empirical type to a large extent. Their logical thinking still depended on the direct support of the emotional experience and concrete image thinking. The current physical teaching materials have been designed experiment steps, only teachers need to explain the experimental principle, the students can complete the experimental tasks required. In order to reverse this tendency of re-teaching experiments, revalidating experimental phenomena and re-training experimental skills, and neglecting the characteristics of students’ thinking, I conducted a new attempt in the experimental teaching of physics for students to participate in experimental design.