物理“二级结论教学”:教法审视、成因溯源与弊病革除

"Secondary conclusion teaching"in Physics:review of teaching methods,cause traceability and elimination of defects

基础物理教育阶段,“二级结论”因其快速解题的功效而被大肆强调,大有逾越物理规律教学的趋势。从物理规律的本质出发,指出二级结论并非物理规律,在教学中不宜“喧宾夺主”。过度归纳二级结论将导致“结论泛化”,引起的弊端囊括了对学生思维品质的抑制、学习负担的加剧,以及知识理解的片面和局限。着眼于评价制度、教师观念、学生动机三个层面讨论了“二级结论教学”现象的成因,并立足于三个层面给出问题的解决设想。

In the stage of basic physics teaching,"second-level conclusion"has been greatly emphasized because of its quick problem-solving effect,which tends to go beyond the teaching of physical laws.From the essence of physical law,it is pointed out that the second-level conclusion is not the law of physics,and it is not suitable to"supersede the guest and the master"in teaching.Over-generalization of second-level conclusions will lead to"generalization of conclusions",which lead to disadvantages including the inhibition of students′thinking quality,the aggravation of learning burden,and the one-sided and limited knowledge understanding.This paper discusses the causes of the phenomenon of"secondary conclusion teaching"from three aspects:evaluation system,teachers′idea and students′motivation,and gives some solutions.