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一、问题的提出近几年来,各地在教改实验中,采用多种行之有效的方法来增加学生课堂自行活动量,努力从课堂教学时间上使学生在学习活动中的主体作用得到保证,在调整教和学的关系上作了有益的尝试.增加学生课堂自行活动量以后教学关系起了哪些变化?对物理教学起了哪些作用?这是—个值得研究的课题.为此,我们从1984年9月—1988年7月(初中物理教学全过程二轮),在苏州市33中学4个班级就增加学生课堂自行活动量的问题进行了系统的研究,从中发现初中物理课堂教学中教和学的定量关系.
First, the issue raised In recent years, all over the reform experiment, using a variety of effective ways to increase the amount of student activities in the classroom, from the classroom teaching time to make students play a key role in learning activities are guaranteed in the Adjust the relationship between teaching and learning to make a useful attempt to increase the amount of student activities in the classroom after the relationship between the education played by what changes? What is the role of physics teaching? This is a worthy of study .To this end, we from 1984 From September to July 1988 (junior high school physics teaching two rounds of the whole process), in the 33 secondary schools in Suzhou City, four classes to increase the amount of students’ activities in the classroom conducted a systematic study, which found that junior high school physics classroom teaching teaching and Learning quantitative relationship.