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提高物理课堂教学实效性的几点尝试

作者:songqsh2007  人气: 2317 次  时间:2009年09月17日  星级:

新课程强调教学过程是师生交往、共同发展的互动的过程。在教学过程中要处理好传授知识与培养学生的独立性和自主性,引导学生质疑、调查、探究,在实践中学习,使学习成为在教师指导下主动的、富有个性的过程。
在课堂教学中,如何提高物理课堂教学实效性是广大物理教师共同关注的课题,我在课堂教学实践中也在不断的思考和总结,进行各种尝试。
一、转变教育思想
传统的教育理念是:好教师应当“在课堂上解决问题”,把所教的内容都“讲深讲透”,不给学生课后留下疑难,让学生课后提不出问题。很多教师都习惯于把知识组织得井井有条,对课程内容的每一个细节作详尽的解说,对学生可能发生的误解一一予以告诫。
国际物理教育委员会前主席焦塞姆说:“最好的老师,是让学生知道他们是自己最好的老师。”亦即,老师的责任是教会学生自己去取得知识,老师教的目的是让学生以后不需要老师。
教师教好物理学,关键是教思路、教方法。教师通过课堂教学实践,启发学生“勇于提问,勤于思考,富于联想,善于总结”,培养学生自觉地、努力地锻炼自学的能力。
二、发挥课堂教学主渠道功能
1、激发学生学习物理的兴趣
苏霍姆林斯基说过“思维是从吃惊开始的”。成功的教学所需要的是激发学生的学习兴趣。兴趣是最好的老师,使学生在愉快的气氛中学习,唤起学生强烈的求知欲望,能获得理想的教学效果。教师可以根据学生的特点和规律,利用身边的物理现象、实验等方法来刺激学生那种隐藏在内心深处的求知欲,激发学生学习兴趣。例如,在学习“大气压”时,学生通过感受拉开两个小橡皮碗需要用很大的力来体会大气压力的存在;再通过观察瓶内被热水烫过的饮料瓶盖上盖,温度降低后被瓶外的空气压瘪的实验进一步感受大气压的威力。
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