“互感与自感”教学中的“慢·论证·醒来”

Slow·Argumentation·Wake up in the Teaching of Mutual Inductance and Self-Inductance

培养学生的科学论证能力是中学物理教学的目标之一,也是物理学科核心素养的重要内容.“慢·论证·醒来”是基于学生的认知过程提出的培养学生思维能力的教学策略.“慢”强调悬置判断、慢下结论;“论证”强调问题、证据、推理、反思;“醒来”强调新的感悟、心理情感的满足.教学实践表明,基于“慢·论证·醒来”教学策略的“互感与自感”的课堂教学,能够将论证元素显性化,突出证据在物理探究学习中的重要地位,提高学生的证据意识和论证能力.

Cultivating students scien tific demonstration ability is one of the objectives of physics teaching in middle school,and is also an important content of the core accom plishment of physics discipline."Slow·Argumentation·wake up"is a teaching strategy to cultivate studen ts thinking a bility based on students cognitive process."Slow"em phasizes suspension judgment and slow conclusion;"Argum entation"emphasizes questions,evidence,reasoning and reflection;"Wake up"emphasizes the new perception,psychological satisfaction.The teaching practice shows that the classroom teaching of"mutual inductance and self-inductance"based on the teaching strategy of"slow·Argumentation·wake up"can make de monstration elem ents explicit,highlight the im portant position of evidence in physical inquiry learning,and improve students'evidence awareness and de monstration a bility.