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1 问题的提出 读《物理教师》1993年第10期《摆钟快慢问题的通用解法》、1994年第12期《解答摆钟快慢问题的方程通式》;《物理教学》1994年第11期《也谈摆钟快慢问题》均受启发。但仔细品味又感到不尽人意。以上几篇文章不是推导出几个新公式就是建立了新方程,虽然道理都是正确的,都能解决摆钟快慢问题,但笔者认为此法是不可取的。因为推导出的新公式、建立的新方程,不属于基本规律,更不是应该记忆的基本公式,不宜向学生介绍,否则必然造成知识上的混乱,喧宾夺主。学生遇到实际问题更不可能按照以上文章中的思路去推导这些新公式新方程。况且文中的方法也并不简便,有的要三式联立求解,也谈不上什么技巧,这就失去了自身价值。我们的教学工作,应该传授给学生以基本知识、基本技能,培养学生应用基本规律解决实际问题的能力。
1 Proposal to read “Physics Teachers”, No. 10, 1993, “The Universal Solution to the Problem of the Pendulum Clock”, No. 12, 1994, “An Equation to Solve the Problem of the Pendulum Clock”; Physics Teaching, No. 11 (1994) “Also talking about the speed of the pendulum clock” is inspired. But careful taste is not satisfactory. The above articles are not deducing a few new formulas or establishing new equations. Although the truth is correct and can solve the problem of pendulum clock speed, I believe this method is not desirable. Because the deduced new formulas and new equations established are not basic laws, and they are not basic formulas that should be memorized. They should not be introduced to students. Otherwise, they will inevitably cause confusion in knowledge and disprove the master. Students who encounter practical problems are less likely to follow these ideas in the above article to derive these new equations and new equations. Moreover, the methods in the text are not simple, and some of them require a simultaneous solution of the three equations, and there is no telling skill. This loses its own value. Our teaching work should teach students basic knowledge and basic skills to develop students’ ability to apply basic laws to solve practical problems.