论文部分内容阅读
美国著名教育家约翰·杜威提出:“教育即生活。”我国著名教育家陶行知认为:“生活即教育。”因此,作为教师,尤其是物理教师,应当把学生的生活经验与生活世界作为宝贵的资源来开发与利用,应当让学生的学习活动既面对生活世界,又面向科学世界。一、“生活化”情境构成要素趣:是指创设的生活化情境富有趣味性,能引发学生探究问题的兴趣。异:是指创设的生活化情境与学生原有认识的事物表面现象产生差异。能打破学生已有认知结构的平衡状态,能唤起思维,激发学生学习的内动力。
The famous American educator John Dewey proposed: “Education is life.” Tao Xingzhi, a famous educator in our country, believes that “life is education.” Therefore, as teachers, especially physical teachers, With the development and utilization of the living world as a valuable resource, we should let students’ learning activities not only face the living world but also the scientific world. First, the “life ” situational elements of interest: refers to the creation of life-like situations interesting, can cause students to explore the issue of interest. Different: refers to the creation of life situations and students have different understanding of the original surface phenomena. Can break the balance state of students ’existing cognitive structure, can arouse their thinking and stimulate students’ motivation.