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当前位置：首页 > 教学参考> 教学研究> 教学论文 > 内容详情

教学参考

渗透人文精神体验以人为本

作者：洪林旺  人气： 2875 次  时间：2006年01月08日  星级：

一、挖掘课程的人文资源

人教版八年级《物理》课本在第四章“物态变化”中这样写道：“初冬。一夜之间，小城变成了冰清玉洁的银色世界。落光了叶子的树枝上挂满了毛茸茸、亮晶晶的银条，在阳光下，耀人眼目。树上的枝条在风中摇曳，不时飘下点点冰晶，宛如晨雾漫卷……自然界中这样奇特的现象举不胜举，真可谓千姿百态。那么你知道物质存在哪几种状态，这些状态之间如何转化吗？让我们一起来探究这形态各异的物质世界吧。”散文诗一般的语言清新流畅，使人充满遐想，体现了物理和文学的融合。又如上科版八（上）《物理》第二章对“运动的描述”中写道：人们用不同的方式描述运动的世界。诗人用语言的韵律和意境赞美运动；画家用形和色彩描绘运动；音乐家用旋律和节奏表现运动；科学家呢？教材同时配以古琴曲《流水》第一主旋律的乐谱和梵高画的油画《星夜》，将“运动”在音乐和绘画中的表现展示出来，使学生对运动的理解具有广阔性，而不仅停留在传统意义上的“物体位置的改变叫机械运动”的层面上，这些人文资源在已审查通过的几个版本初中物理教材中都较传统教材有明显的变化。对此，广大教师要充分利用和挖掘。

新教材的人文性要求我们改变传统习题的编写模式。例如，针对不同教学内容可编如下一些习题：.............................

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