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一、设计明显实验.对教材中的重点和难点,可设计演示效果明显的实验,使学生带着求知心理在观察分析实验的同时,愉快地接受疑难知识。如在讲了初二物理力的概念后。学生对不接触物体间力的作用是相互的不易接受;便设计实验:把一块电磁铁和一个铁块分别固定在两个较轻的小车A、B上,并将它们(相距3～5厘米)放在撒有滑石粉的水平玻璃板上(如图)。学生首先对这套实验装置产生好奇心。这时,抓住学生的求知心理,先说明装置的组成和作用,然后指出,有关电磁铁的知识留在初三物理中学习(置以悬念)。学生虽然对电和电磁铁的知识感到陌生,但激发了他们的求知欲,在演示中,明显的实验事实说明了不接触的物体间作用力
First, the design of a clear experiment. On the key and difficult points in the teaching materials, can be designed to demonstrate the effect of obvious experiments, so that students with knowledge of psychology in the observation and analysis of experiments at the same time, happy to accept difficult knowledge. For example, after talking about the concept of physical force in the first two days. Students are not able to accept each other’s interactions with each other. They design the experiment by fixing an electromagnet and an iron block to two lighter cars A and B, respectively, and placing them 3 to 5 centimeters apart. ) Place on a horizontal glass plate sprinkled with talcum powder (pictured). Students first became curious about the experimental setup. At this time, to grasp the student’s psychology of knowledge, first explain the composition and function of the device, and then pointed out that the knowledge about the electromagnet stays in the third year of physics learning (with suspense). Although students are unfamiliar with the knowledge of electricity and electromagnets, they have stimulated their curiosity. In the demonstration, obvious experimental facts have shown the contact force between non-contact objects.