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基于学习进阶理论的基本物理量教学研究——以“质量”教学为例 被引量:3

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摘要 实施基本物理量教学,需紧抓实验和量度两个特征,基于学生的认知起点,设计进阶活动,依据学生发展的层级,逐步从核心概念到关键能力进阶,渗透科学方法,以达到丰富学生体验和帮助学生掌握物理规律的目的.
作者 朱新荣
出处 《中学物理》 2020年第16期63-64,F0003,共3页
基金 南通市“十三五”规划课题“内地西藏班(校)初中物理体验式教学研究”(项目编号:QN2020074) 南通市“十三五”规划课题“初中物理科学探究能力的测量与评价研究”(项目编号:GH2020157)。
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