差异性实验及其在物理探究教学中的运用  

Discrepant Experiments and Their Applications in Physics Inquiry Teaching

作　　者：朱铁成[1] 胡晓娟 

机构地区：[1]浙江师范大学物理教育研究所,浙江金华321004 [2]浙江温州瓯海中学,浙江温州325000

出　　处：《课程．教材．教法》2008年第10期64-67,共4页Curriculum，Teaching Material and Method

摘　　要：差异性实验是指实验现象和结果往往是人们意想不到的、与“常识”有很大差异的实验，具有浓厚的趣味性和证伪功能，能引发强烈的认知冲突。差异性实验的设计要符合科学性原则、差异性原则、趣味性原则、针对性原则和简易性原则。要充分利用差异性实验的特点和教育功能，将其融入物理探究教学中。差异性实验对学习内驱力和学习内在动机的形成、科学研究能力的培养、知识的理解和创新有独特的作用。The phenomenon or result of a discrepant experiment is unexpected and significantly different from ＂common sense＂, which has the features of strong interest and disproving function and will initiate strong cognitive conflict. The design of discrepant experiment must be scientific, discrepant, purposeful, interesting and simple. We should take full advantages of the features and educational functions of discrepant experiments, and integrate them with physics inquiry teaching, which has a positive effect on the formation of cognitive-drive and intrinsic motivation, the cultivation of scientific research ability, and the understanding and creation of new knowledge.

关 键 词：差异性实验 物理探究教学 设计原则 运用 

分 类 号：G633.7[文化科学—教育学]