“比热容”在热学部分乃至整个初中物理教学中都是重点内容。同时比热容的概念比较抽象,且又与质量、温度的变化量、吸收或放出的热量三个物理量有关,学生理解起来有困难,所以又是整个教材的难点。为突破此难点,在复习课教学设计中我采取了以下策略:一、运用社会热点创设问题情境,引出本节课要复习的内容,抽象出“比热容”的概念 “Specific heat capacity ” in the thermal part of the entire junior high school physics teaching is the key content. At the same time the concept of specific heat capacity is more abstract, and with the quality, temperature changes, absorption or release of heat related to the three physical quantities, students understand it difficult, it is the difficulty of the entire textbook. In order to break through this difficulty, I adopted the following strategies in the teaching design of the refresher course: First, using the social hot spots to create the problem situations, drawing the contents of the lesson to be reviewed and abstracting out the concept of “specific heat capacity”