本文選題：課堂理答 + 教學案例��； 參考：《科學大眾(科學教育)》2016年11期

【摘要】：課堂理答,作為重要的教學行為,也是重要的評價行為。本課題通過校本教研發(fā)現(xiàn)物理組教師關于理答的錯誤觀念及行為,結合《回旋加速器》課例,著重談激勵性理答及其心理學效果。最后結合人本主義和多元智能理論提出理答首先關注人,使學生人人有發(fā)展;結合物理學科特點談注意發(fā)展性理答"四問"。教師通過追尋智慧理答,有效構建或生成有效乃至高效課堂。
[Abstract]:Classroom answer, as an important teaching behavior, is also an important evaluation behavior. Through school-based teaching and research, this paper finds out the wrong ideas and behaviors of physics group teachers about rational answer, and with the example of Cyclotron, focuses on encouraging theory answer and its psychological effect. Finally, combining the theory of humanism and multiple intelligences, the author puts forward that rational answer should first pay attention to people so as to make students have development, and combine the characteristics of physics discipline to talk about attention to development and answer "four questions". Teachers can effectively construct or generate effective and efficient classrooms by pursuing intelligent answers.
【作者單位】： 蘇州市吳江區(qū)青云實驗中學;
【分類號】：G633.7
，

本文編號：1848281