1.钟罩实验：重力是由空气向下的压力引起的吗？

2.气球实验：空气对气球有压力

3.翻转水杯活动：空气能产生向上的压力

4.圆柱体实验：水在各个方向上都能产生压强，深度越大，压强越大

5.漏的瓶子实验：深度越大，水产生的压强越大；

6.麦秆里的空气和水实验：空气能产生向上和向下两个方向的压力

7.在流体中称量物体：类比得出空气产生的压力也是随着深度的增加

而增大。

万有引力

（一）有距离作用力

1.磁场力实验：有距离作用力，吸

引含铁材料，不可消除

2.电场力实验：有距离作用力，吸

引任何物质，可消除

3.万有引力实验：有距离作用力，

任何有质量物体间均有，不可消除

（二）影响万有引力大小的因素

通过探究影响磁场力大小的因素来

推理类比影响万有引力大小的因

素。

（三）万有引力的效果

解释自由落体运动和抛物体运动

1.If we really want to know what students are thinking, we need to ask them and then be quiet and listen respectfully to what they say. If we are genuinely interested and do not evaluate, we can learn from our students.

2. In short, I want them to have the skills necessary to inquire about the world around them, to ask and answer their own questions, and to know what questions they need to ask themselves in the process of thinking about a problematic situation.

3.Building an analogy from a situation students understand to one they do not can build understanding of the new situation.

4. Assessment should help the teacher monitor whether students are still operating on the basis of preconceptions, as well as whether they have attained the learning goal(s).

5. To keep students thinking, teachers should not give answers but present opportunities for students to test their answers.

6.Teachers can foster students’thinking by asking questions, by reflecting students’ comments back to them, and by avoiding expressing judgments about whether those comments are right or wrong.

8. Humor can enliven the learning experience and help build positive relationships between students and teachers.

7. Providing some information from the history of science can help give students perspective on human involvement in the development of ideas.

9.To build deep understanding of ideas, students need opportunities to transfer the ideas across contexts. Teachers need to check on this transfer of knowledge to new situations.

10. Ideas develop from experiences, and technical terms develop from the ideas and operations that are rooted in those experiences. When terms come first, students just tend to memorize so much technical jargon that it sloughs off in a short while.

11.Students should be provided opportunities to differentiate between summarizing observable results and the conclusions generalized from those results.

1.漏瓶子活动：该活动是否严谨，通过这个的结

论深度越大水产生的压强越大类比到空气吗？

2.圆柱体实验的下半部分内容的意思是什么？

3.麦秆里空气和水的活动：空气能产生向下的压

力这个结论是如何得出的？

4.万有引力和重力的区别是什么？

• 1.这部分的实验设计确实很精彩，但是有这样的效果

和教师常年经验的积累是分不开得，而且充分体现了

以学生为主体的思想，因为只有真正尊重学生的思

想，营造人人都能合理地进行畅所欲言的班级文化，

才能过在课堂上燃起思维碰撞的火花。

• 2.我们必须要思考，我们的课堂要教给学生的是什

么，仅仅让学生获得知识在考试中获得高分这是远远

不够的，作者告诉我们，我们还要培养学生探索世界

的思维和技能，有提出问题的意识以及解决问题的能

力。

• 3.要给学生思考和自己找出答案的时间和机会，学生能做到的事情教师不能越俎代庖，要保护学生的兴趣和积极性。

• 4.观点若是通过亲身体验而获得，那么学生的学习会更加深刻，否则一开始就告诉学生专业术语或公式，学生只会机械的记忆，然后很快地忘记。

• 5.若能找到学生前概念中存在的错误观念，便能够通过创造冲突的情景，在帮助学生完成概念转变的同时，这种学习也是深刻的。而要想知道学生的前概念，就必须尊重性且不带评价地认真倾听学生的表达。