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建构实验阶梯情境 助推思维有效进阶——以“楞次定律”展示课为例 被引量:3

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摘要 以"楞次定律"一课的教学为例,探讨了如何在"心动物理"课堂教学过程中应用学习进阶理论巧妙整合多样化实验资源,搭建基于学生视角的阶梯化实验情境,从而构建知识逻辑主线,让学生在独具"思情化意"的课堂文化中实现思维的"有效进阶",发展学生的物理学科核心素养。
作者 刘艳红
出处 《中学物理教学参考》 2019年第9期22-26,共5页 Teaching Reference of Middle School Physics
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