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新授课充斥着大量陌生、未知的概念和规律,相关认识的形成是一个多维度认知活动的复合作用过程。从认识论的角度来讲,学生建构认知要以大量的感知活动、实验观察为基础,并且对有关信息进行严谨而理性的分析;从心理学角度来讲,学生建构认知需要经历“提出问题→分析问题→提出猜想→验证猜想”的思维过程,由此高中物理新授课任务的艰巨性可见一斑,这对教师的教学技能形成巨大的挑战。如何上好物理新授课?也成了我们一直在不断探索和改进的问题。
The new lectures are filled with a large number of strange and unknown concepts and laws, and the formation of related knowledge is a complex process of multi-dimensional cognitive activities. From an epistemological point of view, students ’constructivism should be based on a large number of cognitive activities and experimental observations, and the information is rigorously and rationally analyzed. From a psychological point of view, students’ cognitive needs to undergo “ Problems → Analyze Problems → Put Forward Conjecture → Verify Conjecture ”, so that the arduous task of new high school physics teaching can be seen. This poses a great challenge to teachers’ teaching skills. How to improve the physics of new lectures? It has become our continuous exploration and improvement of the problem.