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顾名思义,“触类旁通”是根据已掌握了的某种知识或规律,能类推到对有关事物的理解。因此,往往将“触类旁通”与“举一反三”并列使用,或视为同义词,这本来是无可非议的。然而,根据当今教学改革的精神及全面提高质量的要求,物理教学中的“触类旁通”能否理解成仅仅是“举一反三”而已,似乎有进一步推敲的必要。例如,在学习了正压力概念后,要学生能正确指出图 1(a)(b)(c)中正压力分别为 N=G,N=Gcosa,N=F。不将N与G混为一谈。在运用牛顿定律解图2(a)一类习题的基础上,能对图2(b)一类问题进行正确受力分析,列出正确方程并能求出物体刚被推动;沿斜面匀速向上运动;匀加速沿斜面向上运动等各种情况下需加的作用力F……等等。
As the name suggests, “intelligence by analogy” is based on certain knowledge or laws that have been mastered, and can be analogized to the understanding of related matters. Therefore, it is irrefutable to use “by-pass” and “reciprocal” as parallels or synonymous terms. However, according to the spirit of today’s teaching reform and the requirement to improve quality in an all-round way, whether or not “intelligence by-pass” in physics teaching can be interpreted as merely “inferring from one thing to another,” it seems that there is a need for further scrutiny. For example, after learning the concept of positive pressure, students are required to correctly point out that the positive pressures in Figures 1(a)(b)(c) are N=G, N=Gcosa, and N=F, respectively. Do not mix N and G together. Applying Newton’s law to solve the problem of Figure 2(a), we can correctly analyze the problems of Figure 2(b), list the correct equations and find that the object has just been pushed; Movement; uniform acceleration along the oblique upward movement and other circumstances need to add the force F...... and so on.