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物理教学中,创造思维的培养和训练,首先要突破思维定势。构成思维定势有很多因素,如习惯、经验、旧知的固定倾向、有目的注意、模仿等。在学习中学生的思维摆脱不了已有“框框”的束缚,表现出消极的思维定势,形成“思维嵌塞”。如“力是维持物体运动的原因”、“物体受力越大速度一定越大”等。他们在运用物理规律分析问题和解决问题时,往往是从已经获得的感知经验自身诱导的思维定势出发,或者是一味模仿的思维方式,形成思维单一,缺乏灵活性。如学生在学习牛顿三定律后,初次接触到功和能时,仍然习惯于用牛顿定律解决动力学问题,有的甚至在研究电荷在
In physics teaching, the cultivation and training of creative thinking must first break through the mindset. There are many factors that make up the mindset, such as habits, experience, fixed tendency of old knowledge, purposeful attention, and imitation. In the study of middle school students can not shake off the shackles of the existing “frame”, showing a negative set of thinking, the formation of “thinking impact.” Such as “force is to maintain the motion of the object”, “the greater the force of the object, the greater the speed must be” and so on. When they use the laws of physics to analyze problems and solve problems, they often start from the already fixed perceptions of the perceptual experience they have obtained, or blindly mimic the way of thinking, forming a single thinking and lacking flexibility. For example, after learning Newton’s three laws, the students are still accustomed to using Newton’s law to solve dynamic problems when they first come into contact with work and energy. Some even study the electric charge.