高中物理教学情境创设的观察研究

发布时间：2018-03-17 15:35

本文选题：高中物理　切入点：情境创设　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：由于物理概念、规律具有高度的概括性和抽象性,若仅凭教师的口头讲解,学生接受起来往往感觉枯燥乏味,长此以往,学生对物理学习的兴趣也会消失殆尽。倘若将物理知识问题化,再将问题情境化,在具体情境中来渗透物理知识,教学效果则会大不相同。然而,通过查阅相关文献发现,现阶段高中物理教学在情境创设环节存在许多问题,有必要对其进行深入研究。本研究以课堂观察为研究方法,自主设计观察工具：首先围绕“情境创设”确定帆情境与教学目标的关联”、“情境对学生学习的影响”、“情境所发挥的教学功能”、“情境类型”、“情境耗时”这五个观察点；再对观察点进行细化,并根据文字精炼、便于速记、逻辑清晰的要求编制观察工具；最后在观察记录的基础上,对观察工具进行反复修改,生成具有一定信度和效度的“高中物理情境创设观察量表”(见附录1)。选取6节高中物理公开课视频(主要来自于J省2013年高中物理教学大赛的课堂实录)为研究对象,利用自主设计的观察量表对其进行观察记录并从观察点的维度对记录结果进行统计分析,结果表明：教师青睐于创设耗时较短的情境内容；所创设的情境类型多集中于实验情境；参与情境的学生人数较少：情境内容多以教材为本；情境与教学目标间的切合度较高。再从情境内容的维度对记录结果进行详细分析后发现,高中物理情境创设有值得借鉴之处,如情境注重体现学生的主体地位；情境能有效激发学生认知冲突；情境符合高效课堂的教学理念；情境将抽象的物理知识具体化。同时,也存在一些问题：情境创设的目标指向性不够明确；预设情境超出了学生的认知范围；情境内容的教育价值未充分挖掘；情境用时缺少整体性规划和分配；演示实验情境的细节处理不规范；模拟实验情境中存在科学性错误,等等。对于情境创设中存在的这些优点和不足,本文均给出相应的教学片段作为说明。为了提高物理教学情境创设的有效性,本文提出以下八条教学建议：明确情境目标的指向性；把握预设情境的难易性；挖掘情境内容的教育性；增加情境类型的多样性；保障情境用时的合理性；提高情境创设的规范性；确保情境内容的科学性：注重情境问题的开放性。
[Abstract]:Because of the concept of physics, laws are highly general and abstract. If only by the teacher's oral explanation, students tend to feel dull and dull to accept. The students' interest in physics learning will also disappear. If the physics knowledge is problemized, then the problem is situational, and the physics knowledge is penetrated into the specific situation, the teaching effect will be very different. However, by consulting the relevant literature, we find that the teaching effect will be very different. At present, there are many problems in the context creation of physics teaching in senior high school, so it is necessary to make a thorough study on it. This study takes classroom observation as the research method. Autonomous design of observation tools: first, around the "situation creation" to determine the relationship between the situation and the teaching objectives, "the impact of the situation on students' learning", "the teaching function played by the situation", "the type of situation", "the time consuming of the situation" these five observation points; Then the observation points are refined, and the observation tools are compiled according to the requirements of shorthand writing and clear logic. Finally, on the basis of the observation records, the observation tools are revised repeatedly. The purpose of this study was to generate a "observation scale for creating Senior High School Physics situation" with certain reliability and validity (see Appendix 1). Six videos of open physics course in Senior High School (mainly from the classroom record of 2013 Senior High School Physics Teaching contest in Province J) were selected as the research objects. The self-designed observation scale is used to observe and record it and the statistical analysis is made from the dimension of observation point. The results show that teachers prefer to create the situation content which takes less time; The types of situations created are mostly concentrated in the experimental situations, the number of students participating in the situation is relatively small: the content of the situation is mostly textbook oriented; It is found that the creation of high school physics situation is worth learning from the perspective of situation content, such as the situation pays attention to reflect the main position of the students, and then from the perspective of the content of the situation to the record results, it is found that the creation of the high school physics situation is worthy of reference. The situation can stimulate the students' cognitive conflict effectively; the situation accords with the teaching idea of the efficient classroom; the situation concretizes the abstract physics knowledge. At the same time, there are some problems: the target direction of the situation creation is not clear enough; The presupposition situation is beyond the students' cognitive scope; the educational value of the content of the situation is not fully excavated; the use of the situation lacks the overall planning and distribution; the detailed processing of the demonstration experiment situation is not standardized; the scientific error exists in the simulation experiment situation. And so on. In order to improve the effectiveness of the creation of physical teaching situation, this paper gives the corresponding teaching fragments as an explanation for these advantages and disadvantages in the creation of situation. This paper puts forward the following eight teaching suggestions: make clear the orientation of the situational goal, grasp the difficulty of the preset situation, excavate the educative nature of the situational content, increase the diversity of the situational type, guarantee the rationality of the situational time; Improve the normality of situational creation, ensure the scientificalness of situational content and pay attention to the openness of situational problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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