Eliminate background noise to improve teaching effectiveness-毕业论文翻译.docVIP

Eliminate background noise to improve teaching effectiveness In junior high school physics, close or similar physical concepts and laws, the phenomenon of many early life experiences of students, teaching content to form the mindset of teaching in the back will be adversely affected. Which teachers in the teaching of new concepts, phenomena and law should pay close attention. a general understanding of what teaching content students vulnerable to background noise, and then continuously and the content has been studied compared to sum up, both play and learn new things, more real in comparison to master new knowledge. I Here are a few examples in for your reference. First, early mathematical knowledge learned in the formation of the physical concept of interference Case 1 in the understanding of ρ = m / V in this formula, many maths students to apply mathematical thinking, ignoring the characteristics of density, but solely from the mathematical point of view that is proportional to ρ and m, and V is inversely proportional to the concept of density of the formation of the physical impact. Another example is in understanding the R = U / I in this formula, there are similar problems, that when the voltage is equal to zero, the resistance is also zero. Physics, mathematics is an important learning and research tools, the use of mathematical tools to solve the physical problem is that students should master the ability of an important capability. As most of the physical quantities can be expressed quantitatively, and some teachers often focus on the results of teaching the “mechanical calculation “Missing” process and method “, and therefore the use of mathematical knowledge of students in the process of solving physical problems, often put aside the physical meaning of the formula, expressed by the formula ignores the causal relationship between physical phenomena, resulting in the use of physics formulas the mindset of the problem. Second, the i