优化物理课堂提问的艺术（Optimizing the art of questioning in physics class）.docVIP

下载本文档

1
0
约1.28万字
约 9页
2019-09-15 发布于湖北
举报
版权申诉

优化物理课堂提问的艺术（Optimizing the art of questioning in physics class）.doc

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

优化物理课堂提问的艺术（Optimizing the art of questioning in physics class） Optimizing the art of questioning in physics class - G Classroom questioning is a form of question and answer in the process of classroom teaching. It is not only a teaching method, but also a kind of teaching art. As a physics teacher, if properly according to the different teaching contents and teaching objects, and a variety of different flexible classroom questioning in classroom teaching, it can broaden the students thinking, inspire students thinking, to help students grasp the key, difficult to break, and active classroom atmosphere, enhance the feelings between teachers and students, promote harmony the development of classroom teaching. Therefore, whether the teachers classroom questioning is effective or not will directly affect the quality and effectiveness of classroom teaching. Then, how can we optimize classroom questions in order to achieve better teaching results? In order to improve the efficiency of classroom questioning, in order to avoid questioning and questioning, physics classroom questioning should be based on the actual teaching and combined with the students to make flexible use of the knowledge and ability of students to improve teaching efficiency of the classroom into full play. Can proceed from the following four aspects, the optimization of classroom questioning. First, the preferred point of inquiry, ask in the key knowledge Ask the so-called, refers to the proposed problem. Generally speaking, Q should be on the key point of knowledge the key, difficult and doubtful, there will be a enlightened role that the solution of the problem. For example: the quality of M objects on the ground by a horizontal direction with a tension tilted to the right above 450 F, the object and the ground between the dynamic friction coefficient is u, for sliding friction between the object and the ground is big? In early days, many students wrote f=umg because students didnt understand the pos