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在物理教学中,教师准确地掌握了学生解题心理过程的实质,有利于采取相应的教育和教学措施,防止学生错误和不当心理干扰知识的掌握和应用,是提高教学质量的重要环节之一。本文试就学生解题心理障碍类型分析于下:一、直觉经验型常见一些学生在解题时,根据某些局部特征,从已有的经验出发,不经逻辑推理,贸然判断。从表面上看,虽然具有跳跃性和快速性,但同时也具有一定的主观性和片面性,容易上当而产生负迁移。如“小孩拉不动大人,是因为小孩的拉力小于大人的拉力。”一些学生把牛顿
In physics teaching, teachers accurately grasp the essence of the psychological process of solving problems for students, and are conducive to taking appropriate education and teaching measures to prevent students from misunderstanding and application of inappropriate psychological interference knowledge. This is an important part of improving teaching quality. . This article tries to analyze the types of psychological obstacles of students: First, intuitionistic experience Some common students, when solving problems, according to certain local characteristics, starting from the existing experience, without a logical reasoning, rashly judge. On the surface, although it is jumpy and rapid, it also has certain subjectivity and one-sidedness, and it is easy to fall into a negative migration. For example, “children do not move adults because children’s pull is less than adult pull.” Some students put Newton