笔者认为,复习课教学中,在原来的基础上根据不同情况,创设出新颖的物理情境.能调动学生的积极性,挖掘、拓宽概念和规律的内涵与外延,从而增大课堂容量,培养和发展学生的思维能力.下面谈谈自己的一些体会.1 创设情境,展示实质例如,对于交流电的有效值,其建立过程的实质就是“等效”,即三个相同:相同时间(周期的整数倍),相同的纯电阻,相同的热量.然而,由于学生对此没有形成感性认识,往往难以深刻理解,更不能灵活运用.为此,可用下列情境加以展示. The author believes that in the review class teaching, based on the original situation, a novel physical situation is created according to different situations, which can mobilize the enthusiasm of the students, explore and expand the connotation and extension of concepts and laws, thereby increasing the classroom capacity, training and development. Students’ thinking ability. Here to talk about some of their own experience. 1 Create a situation, show the essence For example, for the effective value of AC, the essence of its establishment process is “equivalent”, that is, three identical: the same time (an integer multiple of the cycle ), the same pure resistance, the same amount of heat. However, because students do not form a perceptual understanding of this, it is often difficult to understand deeply, but can not be flexibly used. To this end, the following situations can be demonstrated.