以实验探究为基础培养学生的科学思维——寻找碰撞中的守恒量  

Cultivating Students′Scientific Thinking Based on Experimental Inquiry——Searching Conserved Quantity in Collisions

作　　者：赵莹 ZHAO Ying(High School Attached to Beijing University of Technology,Beijing 100022)

机构地区：[1]北京工业大学附属中学,北京100022

出　　处：《物理通报》2024年第8期51-54,58,共5页Physics Bulletin

摘　　要：以自然界中常见的碰撞现象为例,探究碰撞中的不变量——动量.按照学生思维的发展,采用层层递进的逻辑关系进行实验设计,注重学生科学思维的培养,通过数据分析,得出实验结论,进行误差分析,不仅提升了学生的分析数据得出实验结论的实验探究能力,还培养了学生的科学思维能力及核心素养.This paper takes the common collision phenomenon in nature as an example to explore the invariant in collisions-momentum.According to the development of students′thinking,designing experiments used layers of progressive logical relations,pay attention to the cultivation of students′scientific thinking,through data analysis,draw experimental conclusions,error analysis,not only enhance the students′ability to analyze data to draw experimental conclusions,but also cultivate students′scientific thinking ability and core literacy.

关 键 词：实验探究 科学思维 碰撞 动量 

分 类 号：G633.7[文化科学—教育学]