高中物理问题情境创设的实践研究

发布时间：2018-06-21 05:13

本文选题：高中物理 + 问题　；参考：《南京师范大学》2015年硕士论文

【摘要】：高中物理课程旨在进一步提高全体学生的科学素养,基于问题的教学是培养学生科学素养的最直接的途径,是实现教师主导作用和学生主体作用和谐统一的有效方法。教学设计本质上是问题设计,教学设计的过程就是将物理内容转化为物理问题的过程,这种教学观念在课堂教学实践中已被普遍认同。但是,在基于问题的物理教学实践中,我们发现教学存在着许多问题。基于问题的物理教学活动中教师如何设置有效的问题情境,培养学生的问题意识以及提出问题、分析问题和解决问题的能力,成为教学中十分重要的问题。本文在文献研究的基础上,通过观察法、访谈法、案例研究法,对高中物理有效问题情境的创设进行了行动研究。第一章为绪论,主要介绍了本文研究的背景和意义,对相关的研究现状和趋势进行综述,分析了研究仍存在的局限,明确本文的研究内容。第二章对问题情境的概念、意义和作用进行阐述,从而间接的说明了问题情境应用于高中物理教学中是具有重要意义的,并阐述了问题情境创设的理论基础。第三章以皮亚杰对认知发展的研究和斯莱文的有效教学AQIT模型为理论依据,提出了问题情境创设的影响因素和策略。第四章采用案例研究法,通过对四个典型的教学案例的分析,以检验问题情境创设策略的科学性。第五章采用准实验研究法和访谈法,实践检验问题情境创设对提高学生学业水平成绩和问题意识的作用。通过研究可以得出如下结论,教师在进行问题情境创设时,应突出物理学科特点,发挥实验在物理教学中的重要作用；教师还应关注学生周围的生活,注意积累相关的课程资源,创设生活化的问题情境。创设趣味性问题情境,提高学习的积极性；创设生活性问题情境,体验物理来源于生活：创设探索性的问题情境,让学生学会探究；创设挑战质疑性问题情境,变“被动接受”为“主动探究”。问题情境设计合理的高中物理教学,课堂是有效的,是有魅力的,对学生科学素养的提高有一定的作用。
[Abstract]:Physics course in senior high school aims to further improve the scientific literacy of all students. Problem-based teaching is the most direct way to cultivate students' scientific literacy, and it is an effective method to realize the harmonious unity of teacher leading role and student subject role. Teaching design is essentially a problem design, and the process of teaching design is the process of converting physical content into physical problem. This teaching concept has been generally accepted in classroom teaching practice. However, in the practice of problem-based physics teaching, we find that there are many problems in teaching. How to set up effective problem situations in problem-based physics teaching activities, cultivate students' awareness of problems and the ability to ask questions, analyze and solve problems, become very important problems in teaching. On the basis of literature research, this paper conducts an action study on the creation of effective problem situations in senior high school physics by means of observation, interview and case study. The first chapter is the introduction, which mainly introduces the background and significance of this study, summarizes the current research situation and trends, analyzes the limitations of the research, and clarifies the research content of this paper. The second chapter expounds the concept, significance and function of the problem situation, which indirectly explains the important significance of the application of the problem situation in physics teaching in senior high school, and expounds the theoretical basis of the creation of the problem situation. The third chapter based on Piaget's research on cognitive development and Slyven's effective teaching AQIT model puts forward the influence factors and strategies of problem situation creation. The fourth chapter adopts the case study method, through the analysis of the four typical teaching cases, to test the scientific nature of the problem situation creation strategy. In the fifth chapter, quasi-experimental research and interview are used to test the effect of problem situation creation on improving students' academic achievement and problem consciousness. Through the research, we can draw the following conclusions: when teachers create problem situations, they should highlight the characteristics of physics subjects and give play to the important role of experiments in physics teaching, and teachers should also pay attention to the life around students. Pay attention to the accumulation of relevant curriculum resources, create a life-oriented problem situation. Create interesting problem situation, improve the enthusiasm of learning; create life problem situation, experience physics from life; create exploratory problem situation, let students learn to explore; create challenge problem situation, Change "passive acceptance" to "active inquiry". The teaching of physics in senior high school with reasonable design of problem situation is effective and attractive, and it plays a certain role in the improvement of students' scientific literacy.
【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

【参考文献】