概念精准与逻辑严密视角下对“密度”概念教学思路的再认识
发布时间：2018-07-22 13:15
【摘要】："密度"作为初中物理引入最早、抽象程度最高的概念,历来都是教学的重点和难点,针对"密度"在日常教学中存在的症结,联系学生朴素认识,导入密度物理意义;直接比较物体质量,成功引发认知冲突;找出谬误产生根源,合理修正先前假设;结合具体实验数据,尝试诠释比值内涵;巧妙安排问题顺序,完成密度学习进阶4个环节,并对教学效果进行了相关的实证分析,教学效果很好。
[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.
【作者单位】： 中国人民大学附属中学分校;
【分类号】：G633.7
，
本文编号：2137585
[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.
【作者单位】： 中国人民大学附属中学分校;
【分类号】：G633.7
，
本文编号：2137585
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