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要培养学生探究能力,教师必须让学生经历与某个探究要素相联系的过程。不同的实验有不同的特点,分析实验中能深刻表现的探究要素,根据一二个探究要素或探究能力的培养目标,巧选对应的探究点,有所侧重地探究,以有效地培养学生探究能力。本文通过分析四个实验,针对不同的探究能力的培养,巧取不同的探究点进行实践。如创设实验的情景,培养学生提出问题能力;解释猜想的依据,培养学生猜想与假设能力;分析物理量的测量依据与方法,培养学生设计实验方案的能力;加强数据处理分析,培养学生分析与验证能力。
To develop students' abilities to explore, teachers must allow students to experience the process of being associated with an inquiry element. Different experiments have different characteristics and analyze the elements of inquiry which can be deeply expressed in the experiment. Based on the training objectives of one or two inquiry elements or inquiry ability, the corresponding inquiry points of the clever election are explored emphatically to effectively cultivate the students' inquiry ability. Through analyzing four experiments, this article aims at different training of inquiry ability, cleverly taking different inquiry points to practice. Such as the creation of experimental scenarios, to develop students ability to ask questions; to explain the basis for conjecture, to develop students' ability to guess and hypothetical; to analyze the physical basis of measurement and methods to develop students ability to design experimental programs; to strengthen data processing and analysis, training students to analyze and verify ability.