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| 折扣與優(yōu)惠：團(tuán)購(gòu)最低可5折優(yōu)惠 - 了解詳情 | 論文格式：Word格式(*.doc) |  |
摘要：課程既源于生活，又要回歸生活，特別是要與學(xué)生的生活體驗(yàn)相結(jié)合。長(zhǎng)期以來(lái)，物理教學(xué)限于教材，限于課堂，困于校園，教師的主導(dǎo)作用得到了強(qiáng)化，學(xué)生群體所擁有的環(huán)境資源卻往往被忽視了。尤其，學(xué)生在家庭生活、社會(huì)生活和在大自然生活中獲得的經(jīng)驗(yàn)沒(méi)有得到應(yīng)有的重視。學(xué)生是重要的課程資源，“從生活走向物理，從物理走向社會(huì)”更是新課程實(shí)驗(yàn)倡導(dǎo)的理念。學(xué)生生活取向的課程資源極其豐富，可為物理教學(xué)所利用。 關(guān)鍵詞：學(xué)生；生活取向；物理；課程資源
Abstract: The course not only comes from life, but also to return to life, especially with the students' life experience. A long time, the physics teaching is limited to materials, limited to the classroom, trapped in the campus, the leading role of teachers has been strengthened, environmental resources, student groups have often been overlooked, students in family life, social life and in the nature of life the experience has not been given due attention, the student is an important curriculum resource, from life to physics, from physics to society "concept advocated by the new curriculum experiments. Extremely rich student life orientation curriculum resources for use by the Physics Teaching. Keywords: student; life orientation; physical; curriculum resources |
