我教《怎样测量物体的温度》,是在学生原有的概念上进行的。采用实践——认识——再实践——再认识的教学模式,教会学生测量、表述温度。 一、激发学生兴趣,明确学习目标 激发学生学习兴趣,是学生认知的开始。在激发学生学习兴趣时,要注意把握自然学科形式多样的特点,把激发兴趣的方式方法与学习内容有机结合。以达到较好的教学效果。因此我首先让他们比较两杯热开水的温度,要求学生讲的方法可以不止一个,学生的兴趣一下提起来 I teach “how to measure the temperature of the object”, is carried out in the original concept of the students. Practice - Cognition - Re - Practice - Re - understanding teaching mode to teach students to measure and express temperature. First, to stimulate student interest, clear learning objectives to stimulate student interest in learning, is the beginning of student cognition. In stimulating students' interest in learning, we should pay attention to grasp the characteristics of diverse forms of natural science, and combine the ways and means to stimulate the interest with the learning content. In order to achieve better teaching results. So first I asked them to compare the temperature of two cups of hot water, asking students to speak more than one way, the students interest to mention