摘要习题课是教学中的重要环节，是学生理论联系实际的初步实践，不仅能加强学生对双基的理解和巩固，也可以培养学生的思维能力。但就目前习题教学的现状而言，习题教学存在许多问题，题目做得多但效果不明显。本文结合具体的调查报告及教学案例，提出自己的“三段式”教学实验法。既以前人的理论研究为指导，又融入新的在课堂教学中的具体操作要求；既以具体的调查分析为基础，又在教学案例将理论付诸实践，体现“三段式”教学方法的创新性和可行性。44223

The exercises lesson is an important link in the teaching, is the preliminary practice of the theory and practice of the students, Not only can strengthen students' understanding and consolidate of double base , also can cultivate the thinking ability of students. But on the current situation of exercise teaching, there are many problems in the exercise teaching, subject to do much but the effect is not obvious. In this paper, combining with the investigation report and the concrete teaching case, put forward their own "three stage" teaching experiment. Before the study both theory as a guide, but also into the concrete operation in the classroom teaching in the new requirements; Not only to the specific analysis of the investigation as the foundation, and in the case of teaching to put theory into practice, Reflect the "innovation and feasibility of three section type" teaching method.

毕业论文关键词：习题教学； 思维能力； 实验探究；主体作用

Keyword: Exercises teaching； Ability of thinking； The experimental research；The main role

目    录

1. 引言 4

1.1. 科学新课改背景 4

1.2. 中学物理习题教学现状 4

1.2.1. 从学生角度，抄袭严重，习题吸收效率很低 4

1.2.2. 从教师角度，就题论题，习题教学乏无趣 5

2. 习题教学对思维能力培养的作用 5

2.1. 善于拓展延伸，培养发散思维能力 5

2.2. 有效提取信息，提高逻辑思维能力 5

2.3. 打破思维惯性，开拓创新思维能力 6

3. 不同的教学方法对思维能力的影响 6

3.1. 分类总结与照卷讲题 6

3.2. 科学探究与口头讲授 8

3.3. 学生互评与自行纠错 9

4. “三段式”实验教学，培养思维能力 9

4.1. 选题量少质高，同类不同题，开拓思维广阔 9

4.1.1. 选用可动手操作的探究类题型，增强趣性 10

4.1.2. 反映当代科技成果，增强实用性 10

4.1.3. 广泛涉及课外知识，增强自主学习能力 10

4.1.4. 采用同类型不同题目形式，避免抄袭 11

4.2. 讲题以学生为主体，教师为主导，提高思维灵活性 11

4.2.1. 学生主体。学生主讲，成员补充，共同完成讲题任务 11

4.2.2. 教师主导。课堂组织，归纳总结，引导学生科学探究 12

4.3. 课后反思，错题整理，培养思维深刻性