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教育心理学研究表明,个体的思维活动是建立在感性材料的基础上的,感性材料是个体进行思维活动的源泉和土壤。在初中物理进行中强化实验教学,为学生的物理学习提供丰富真实的感性材料,不仅可以强化学生感知,丰富学生大脑信息储存,更可让学生在知识的探究中感受乐趣。本文就初中物理教学中加强和创新实验教学谈谈自己的做法。一、发挥演示实验功效,提高物理课堂质量1.让学生充分观察观察能力是学生能力领域中的重要内容,观察能力的培养是实验教学的第一步,也是开展创新教育的基础。如在教学“温度计”的知识时,我给学生展示了自制温度计:一只密封的小瓶,我问学生能否用这只“温度计”辨别出讲桌上两杯水的温度高低?在学生简单思考之后,再给学生出示以下问题:你能否将此装置适当改进,使它可以测
Educational psychology research shows that the individual’s thinking activities are based on perceptual material, which is the source and soil of individual’s thinking activities. Physics experiment in junior high school strengthens the experiment teaching and provides students with rich and realistic sensory materials for physics study. It not only can enhance students ’perception and enrich students’ brain information storage, but also make students feel pleasure in the exploration of knowledge. This article discusses how to strengthen and innovate experimental teaching in junior high school physics teaching. First, to demonstrate the effectiveness of demonstration experiments to improve the quality of physical classroom 1. To enable students to observe the full observation ability is an important part of the field of competence, observation ability training is the first step in experimental teaching, but also the basis for innovation education. As I was teaching “Thermometer”, I showed the students a self-made thermometer: a sealed vial, and I asked the students if they could use the “thermometer” to tell the temperature of two glasses of water on the table After students think briefly, give the students the following questions: Can you improve this device properly and make it measurable?