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1、1High school physics teaching on Strategies of effective questioningFirst, the meaning of effective questioning Effective classroom teaching on questions of meaning, there are mainly the following view: effective questioning is to lead students in mental activities to promote the development of a me
2、thod of thinking ability and means, are the basis for successful teaching, effective classroom teaching and learning process in question is between teachers and students a mutual exchange and interaction, transmission and feedback of the bridge and navigation, it will convey the intention of teacher
3、s to students, in turn feedback to teachers, students, effective questioning is to understand the questions, allow students to use their brains . Second, high school physics classroom teaching and effective questioning strategies 1 The problem of life strategy. The new curriculum to be close to the
4、course content to promote student life so-called problem of life strategy is to put real life problem situations, thereby stimulating student body as a living strong desire to participate in activities, while the objective of teaching 2students as a requirement into the inner life of the main needs,
5、 so that they learn in life, learning to live better, to gain a fresh knowledge, and to get the real sentiments of the mold. The students life, all the time and nature, social contact, many problems are hidden behind so that students feel puzzled, curious about the physical problems, such as Newtons
6、 laws of motion on the application of classes, often A typical encounter the following exercises: have a car to do the original uniform linear motion, a sudden case of emergency braking, known automobile mass m, the process of automotive brake braking force constant is f, set the drivers reaction ti
7、me is t0, ask From the driver found that the situation to a complete stop, after a total number of distance? If we change the exercises: the speed requirements of a particular section can not exceed 40km / h, a truck an emergency brake, locking wheels for some distance over the stop. traffic measure
8、d braking process traces the length of the road is grazed 14m, from the manufacturers technical manual to look up the car tire and the ground friction factor is 0.7 and if you are the 3traffic police, to state that you trucks are speeding. Obviously, the latter question than the former question effe
9、ctively, it will put the issue in real life situations so that students feel in their physical side, appreciate the physical knowledge of the application of value in life This will help to stimulate students interest in learning, learning is easy to understand and accept. 2 The problem bypass strate
10、gy bypass strategy is a teacher to enable students to further understand the current problems need to advance to the complex task of gradually in-depth study to be broken down so that students can build their own knowledge and thinking to achieve the purposes of physical and activities of an act ado
11、pted in teaching the use of this strategy to effectively ask questions, help develop students thinking skills and knowledge of the significance of building, the teachers role is to bridge the knowledge to lead the search for the direction of the conclusions, rather than tell the answers students, su
12、ch as a teacher in Newtons first law on Force and Motion relationship education. 4Demo (1): a car (with wheels, are put) in static level desktop, hard trolley stop after a period of forced exercise. Demo (2): a car (wheels up, upside down) still at the level of desktop, hard trolley stop after a per
13、iod of forced exercise. Question 1: Who can describe the experiment in just these two phenomena? According to see the phenomenon, what do you think? Please give reasons. Question 2: (1) and (2) phenomenon, the car sliding on the desktop from a different show? Question 3: If the car on a level air tr
14、ack to experiment on, ask someone to guess what the results will happen? Demo (3): a car (with wheels are placed) on the stationary horizontal air track, force the cart to stop after a period of forced exercise. Question 4: If a teacher will add longer horizontal air track, and that the movement of
15、the car will do? Question 5: If the level of air is smooth, and very, very long, the students reasoning about, the movement of the car going to be what? Question 6: Do you now believe that force is to maintain the movement of the reasons, objects must be powerful movement, no force of effect, the ob
16、ject will stop. 5This point, right? You can describe the relationship between force and movement do? Fragment can be seen from the above teaching, this question is very valid. The process of teaching and did not tell the students movement and force relationship, but first the problem decomposition, and then layers of depth through questions, problems and gradually build a bridge , so that students can follow it, to seek their own answers, draw conclusion
