论文部分内容阅读
通过对旧题的改造,可以消除学生对物理题目的神秘感,有利于培养学生的创造性思维能力.但多数情况下,教师都是偏重于将学生过去做过的题目加以改造后,再让学生练习.这样做,可以加强学生的创新.意识,提高解题能力.但如果把改造题目的过好引入课堂,让学生参与题目的改造,则不仅更加符合以学生为主体的教学原则,而且更有利于学生的创造性思维能力的培养.笔者在教学实践中,将题目的改造过程有计划地引入课堂,效果十分明显.现将一堂课片断记录如下.
Through the transformation of the old questions, students’ mystique of physical subjects can be eliminated and students’ creative thinking ability can be cultivated. However, in most cases, teachers are all focused on transforming students’ past topics before they are allowed to make changes. Practice. In doing so, you can enhance students’ creativity, awareness, and problem-solving skills. However, if students are introduced into the classroom and the students are involved in the transformation of the topics, they will not only be more in line with the student-centered teaching principles, but also It is conducive to the cultivation of students’ creative thinking ability. In the teaching practice, the author introduces the reform process of the topic into the classroom in a planned way, and the effect is very obvious. Now a lesson segment is recorded as follows.