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物理教学进程,大体可以分为知识发生和应用这两个进程,前者指揭示和建立新旧知识内在联系使学生得到知识的进程,后者指课堂上应用基本知识解决问题的进程.但是,在物理教学中仍普遍地存在学生获取知识的进程被过多地压缩,应用知识解题却过分的膨胀的现象,这种现象不仅不能构建高效课堂,而且也不利于教师深入钻研教材,切实提高教学质量.
The process of physics teaching can be roughly divided into the following two processes: knowledge generation and application, the former refers to the process of revealing and establishing the inherent relationship between new and old knowledge to get students to acquire knowledge, and the latter refers to the process of applying basic knowledge to solve problems in the classroom.However, There is still a widespread teaching process in which students acquire knowledge is over-compressed and the application of knowledge-solving problems excessively expands. This phenomenon not only fails to build an effective classroom but also prevents teachers from further studying teaching materials and improving teaching quality .