促进光学课堂教学的三类例题探讨  

Discussion on Three Kinds of Examples to Promote Optical Classroom Teaching

作　　者：熊学辉 朱春莲[1] 

机构地区：[1]江汉大学光电材料与技术学院,湖北 武汉

出　　处：《教育进展》2022年第12期5517-5522,共6页Advances in Education

摘　　要：课堂教学中,如何让学生易于接受新知识点,且能迁移应用是值得探讨的问题。本文结合光学课程中光栅衍射相关内容,分析探讨了可以促进课堂教学效果的三类例题,即:巩固知识点和迁移应用型的常规例题、揭示物理规律或抽象物理概念的例题、开启后续教学内容的例题。教学实践表明,精选例题、精讲例题有助于提高课堂效率,帮助学生消化理解并掌握新知识,增强学生迁移引用新知识的能力。In classroom teaching, how to make students accept new knowledge easily and transfer it is worth discussing. In combination with the relevant contents of grating diffraction in the optical course, this paper analyzes and discusses three types of examples that can promote the effect of classroom teaching, namely, the regular examples that consolidate knowledge points and transfer applications, the examples that reveal physical laws or abstract physical concepts, and the examples that open up follow-up teaching contents. Teaching practice shows that selecting and elaborating examples can help improve classroom efficiency, help students digest and understand new knowledge, and enhance their ability to transfer and quote new knowledge.

关 键 词：课堂教学 光学 例题分析 

分 类 号：G642[文化科学—高等教育学]