论文部分内容阅读
高中教材在编排时考虑到学生的认知特点,把完整的知识体系分到各章节中,而对一些难点做了简化、回避处理.虽然降低了学生接受物理知识的难度,然而在物理教学过程中,由于教师对一些物理概念没有加以解释,或是由于学生本身的知识水平的限制产生了一些“似是而非”的想法.一旦形成这些错误的概念,学生建立的知识网络里便存在诸多科学性的错误,不利于学生建立一个系统、科学的知识结构网络.这就要求
The high school textbooks take into account the cognitive characteristics of students, and divide the complete knowledge system into chapters, while simplifying and avoiding some difficult points. Although it reduces the difficulty for students to accept physics knowledge, it is in the physics teaching process. Because teachers did not explain some of the physical concepts, or because of the limitations of the students’ own knowledge, they produced some “paradoxical” ideas. Once these wrong concepts are formed, there are many sciences in the students’ established knowledge network. Sexual error is not conducive to the students to establish a systematic, scientific network of knowledge structures. This requires