摘要
通过对比分析,在内容、能力和目标方面对物理观念进行了阐释;从对观念的解析角度,阐述了观念的定义、观念与概念的区别。基于对物理观念的理解,在教学上,一方面在物理概念和规律教学中要重视学生主观性认知特征,另一方面要从建构单元知识体系入手统筹组织教学,做好单元设计,引导学生学习积累,以形成物理观念。
Through comparison and analysis,this paper elucidates physical concepts in terms of content,competencies and objectives.From the perspective of conceptual analysis,it defines physical concepts,distinguishes them from ordinary concepts.Guided by this understanding of physical concepts,teachers should conduct teaching practice as follows:on the one hand,teachers should lay emphasis on students'subjective cognition when teaching physical concepts.On the other hand,teachers should begin with constructing a unit-based knowledge framework,and then plan and organize the instruction carefully.By developing effective unit designs,teachers can guide students in learning and knowledge accumulation,ultimately enabling them to form sound physical concepts.
作者
王晓明
WANG Xiaoming(Junior High School Research and Training Center,Dalian Education University,Dalian,Liaoning 116021)
出处
《大连教育学院学报》
2025年第3期49-51,共3页
Journal of Dalian Education University
基金
辽宁省教育科学“十四五”规划2022年度立项一般课题“初中物理‘大单元教学’模式建构策略研究”(JG22CB23)
大连市教育科学“十四五”规划2024年度立项一般课题“新课改背景下基于‘大单元教学’的初中物理跨学科实践教学研究”(ND2024112)。
关键词
物理观念
主观性认知
单元知识体系
physical concepts
subjective cognition
unit knowledge system
