【摘要】："密度"作為初中物理引入最早、抽象程度最高的概念,歷來(lái)都是教學(xué)的重點(diǎn)和難點(diǎn),針對(duì)"密度"在日常教學(xué)中存在的癥結(jié),聯(lián)系學(xué)生樸素認(rèn)識(shí),導(dǎo)入密度物理意義;直接比較物體質(zhì)量,成功引發(fā)認(rèn)知沖突;找出謬誤產(chǎn)生根源,合理修正先前假設(shè);結(jié)合具體實(shí)驗(yàn)數(shù)據(jù),嘗試詮釋比值內(nèi)涵;巧妙安排問(wèn)題順序,完成密度學(xué)習(xí)進(jìn)階4個(gè)環(huán)節(jié),并對(duì)教學(xué)效果進(jìn)行了相關(guān)的實(shí)證分析,教學(xué)效果很好。
[Abstract]:Density, as the earliest and most abstract concept in junior high school physics, has always been the focus and difficulty of teaching. In view of the sticking point of density in daily teaching, connecting with the simple understanding of students and introducing the meaning of density physics; Directly compare the quality of objects, successfully cause cognitive conflict; find out the root causes of fallacy, correct the previous hypothesis reasonably; combine the specific experimental data, try to interpret the ratio connotation; arrange the problem order skillfully, complete the four steps of density learning. And has carried on the correlation empirical analysis to the teaching effect, the teaching effect is very good.
【作者單位】： 中國(guó)人民大學(xué)附屬中學(xué)分校;
【分類號(hào)】：G633.7
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本文編號(hào)：2137585