【摘要】：本文以高中力學(xué)中重力、摩擦力、力的分解與合成以及牛頓運(yùn)動(dòng)定律等相關(guān)知識(shí)為理論背景,以生活中常見(jiàn)的“筷子夾玻璃球”活動(dòng)為引入,以“筷子夾玻璃杯”為主要研究對(duì)象,使學(xué)生從一個(gè)生活化活動(dòng)中來(lái)綜合探究性學(xué)習(xí)高中力學(xué)中的重難點(diǎn)知識(shí),從而提高學(xué)生對(duì)知識(shí)的綜合應(yīng)用能力,達(dá)到觸類(lèi)旁通的目的。在教學(xué)設(shè)計(jì)之前,筆者對(duì)“筷子夾玻璃球”素材進(jìn)行開(kāi)發(fā)研究,以“筷子夾玻璃球”為引入,主要對(duì)“筷子夾玻璃杯”進(jìn)行分析和計(jì)算。在選材上以竹質(zhì)筷子、玻璃材質(zhì)品為主。在推導(dǎo)計(jì)算過(guò)程中近似最大靜摩擦力等于滑動(dòng)摩擦力公式,以筷子間夾角小而令正弦值約等于正切值的條件來(lái)推進(jìn)問(wèn)題的定量分析。以“筷子夾玻璃球”活動(dòng)引入課題的核心問(wèn)題:為什么筷子能夾起小玻璃球卻夾不起大玻璃球?以大量的篇幅對(duì)“筷子夾玻璃杯”所涉及的一系列問(wèn)題進(jìn)行詳細(xì)的探究性學(xué)習(xí),最后又回到“筷子夾玻璃球”的定量解釋上。本探究性學(xué)習(xí)設(shè)計(jì)以學(xué)生可感知可操作的活動(dòng)與公理演繹推導(dǎo)相交互的形式展開(kāi),既不停留在活動(dòng)的感性層面,又避免了傳統(tǒng)教學(xué)中的以邏輯演繹推導(dǎo)為主的模式。基于普通高中學(xué)生的心理特點(diǎn)和學(xué)習(xí)能力等影響因素,本文以探究活動(dòng)的真實(shí)現(xiàn)象和感受引起學(xué)生的探究興趣,由淺到深逐步深入學(xué)生對(duì)“筷子夾玻璃球或玻璃杯”的定量分析。在整個(gè)過(guò)程中,從每一環(huán)節(jié)的起始問(wèn)題出發(fā),包括受力示意圖、實(shí)驗(yàn)操作等細(xì)節(jié)問(wèn)題來(lái)深化學(xué)生的認(rèn)識(shí)。這一點(diǎn)上不同于傳統(tǒng)課堂的純粹演繹推理。從簡(jiǎn)單的基礎(chǔ)出發(fā),使學(xué)生全面清楚地認(rèn)識(shí)此活動(dòng)所涉及問(wèn)題的定量解釋,真正達(dá)到綜合探究性學(xué)習(xí)的意圖。
[Abstract]:In this paper, based on the theoretical background of gravity, friction, decomposition and synthesis of force and Newton's law of motion in senior high school mechanics, and the common activities of "chopsticks with glass ball" in life as the introduction, Taking "chopsticks holding glass" as the main research object, the students can comprehensively learn the important and difficult knowledge in high school mechanics from a life activity, so as to improve the students' comprehensive application ability of knowledge and achieve the purpose of analogy. Before the teaching design, the author develops and studies the material of "chopstick glass ball". Taking "chopstick glass ball" as the introduction, the author mainly analyzes and calculates the "chopstick glass". Bamboo chopsticks and glass materials are the main materials for material selection. In the process of derivation and calculation, the approximate maximum static friction force is equal to the sliding friction force formula, and the quantitative analysis of the problem is promoted by the condition that the angle between chopsticks is small and the sine value is about tangent value. With the "chopsticks clip glass ball" activity to introduce the core question of the subject: why chopsticks can hold small glass balls but can not hold large glass balls? This paper makes a detailed inquiry study on a series of problems involved in "chopstick glass" with a large amount of space, and finally returns to the quantitative explanation of "chopstick glass ball". This inquiry learning design is carried out in the form of interaction between students' perceptual and operable activities and axiomatic deductive derivation, which not only stays at the perceptual level of activities, but also avoids the mode of logical deductive derivation in traditional teaching. Based on the psychological characteristics and learning ability of senior high school students, this paper causes students' interest in inquiry with the real phenomenon and feeling of inquiry activities. From shallow to deep, students gradually deepen the quantitative analysis of chopsticks with glass balls or glasses. In the whole process, the students' understanding is deepened from the starting problems of each link, including the schematic diagram of the force, the experimental operation and so on. This is different from the pure deductive reasoning in the traditional classroom. On a simple basis, the students can fully and clearly understand the quantitative explanation of the problems involved in this activity, and really achieve the intention of comprehensive inquiry learning.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.7

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