最近发展区理论在高中电学教学中应用的实践研究

发布时间：2018-08-27 11:24

【摘要】：维果茨基的最近发展区理论自1930年创始至今,已经得到了空前的推崇与不同程度的发展,在我国,最近发展区理论正被逐步应用到微观的学科教学上,本文根据最近发展区理论,与高中物理教学实践相结合,总结了确定最近发展区的几种方法,并应用最近发展区理论指导高中电学部分的教学,进行教学实践研究和发现。在高中电学教学中,先借助问卷、访谈、观察等途径了解学生的现实发展水平,利用知识的正迁移和顺向迁移以旧引新,利用对比类比,利用事先设置好的问题、悬念,利用由易到难,由特殊到一般,利用图像等方法进入学生的最近发展区。教学过程中,通过教师设置问题、变式练习、错题纠正,师生、生生的互动,引导、启发学生思考、探究、归纳总结,一次一次实现最近发展区的跨越,以完成潜在发展水平向现实发展水平的转化,从而实现新课程三维目标的有机结合,实现学生的个性发展、全面发面以及学生创新精神和实践能力的培养。以此为基础设计出了最近发展区理论在物理教学中的一般流程框架,并在附录中分别给出了概念教学和规律教学的具体教学案例。通过对实验班的跟踪教学,与对照班相比实验班同学无论是从学习成绩还是学习自主性都有一定的提高,实践结果表明：根据最近发展区理论指导学生的物理教学,可以缩短新课授课时间,培养学生自主学习和合作学习的习惯,同时也有利于学生成绩的进步、能力和水平的提高,特别是学习成绩中上等学生的进步速度较快。最后,笔者结合最近发展区理论和教学实践研究,得出如下结论： (1)教学应从学生的“现实发展水平”出发,从而激发求知欲,突出和培养学生自主性；(2)学习目标难度应在学生的“最近发展区”内,根据学生的最近发展区逐层设置学习目标,在逐步实现分层目标的过程中,达到最终教学目标； (3)最近发展区理论在教学中阶梯性的设置策略,要求同一个班的学生能力相当,成绩差距不可太大,即最近发展区理论指导下的教学应在分层教学中实施。将学生看作具有一定自学能力、发展水平不断动态变化的自主能动性个体,在学生首先实现自我发展的前提下实施最近发展区内的教学,是本研究的创新点。诚然,因本人研究能力所限,教学实践中存在诸多不可控因素,加之最近发展区目前缺乏量化测量的标准,本文的结论有待进一步研究与讨论。
[Abstract]:Since its founding in 1930, Vygotsky's theory of the proximal development zone has been greatly respected and developed to different degrees. In China, the theory of the recent development zone is being gradually applied to the teaching of microcosmic subjects. Based on the theory of the proximal development area and the practice of physics teaching in senior high school, this paper sums up several methods of determining the proximal development area, and applies the theory of the proximal development zone to guide the teaching of electrical science in senior high school, and carries on the teaching practice research and discovery. In the teaching of electrical science in senior high school, first of all, with the help of questionnaires, interviews, observation and other ways to understand the students' realistic development level, to use the positive transfer of knowledge and the forward transfer of knowledge to introduce the old into the new, to use the comparative analogy, to use the pre-set problems, to be suspense. From easy to difficult, from special to general, the use of images and other methods into the student's proximal development area. In the process of teaching, through teachers setting up problems, variant exercises, error-correcting, teacher-student, student-student interaction, guiding, enlightening students to think, exploring, summing up, realizing the leapfrogging of the proximal development area at a time, In order to complete the transformation from the potential level of development to the level of realistic development so as to realize the organic combination of the three-dimensional goal of the new curriculum and realize the development of students' personality and the cultivation of students' innovative spirit and practical ability. On this basis, the general flow frame of the theory of the proximal development area in physics teaching is designed, and the concrete teaching cases of the concept teaching and the law teaching are given in the appendix. Through the tracing teaching of the experimental class, compared with the control class, the students of the experimental class have some improvement in both their academic achievement and learning autonomy. The practical results show that: according to the theory of the proximal development area, the physics teaching of the students is guided. It can shorten the teaching time of the new course, cultivate students' habit of independent learning and cooperative learning, at the same time, it is beneficial to the progress of the students' achievement, the improvement of their ability and level, especially the speed of the progress of the middle and upper class students. Finally, combining the theory of the proximal development area and the teaching practice, the author draws the following conclusions: (1) the teaching should start from the students'"realistic development level", so as to stimulate the desire for knowledge, highlight and cultivate the students' autonomy; (2) the difficulty of learning goal should be in the students'"proximal development area", according to the students' proximal development area, the learning goal should be set up layer by layer, and the final teaching goal should be achieved in the process of realizing the stratified goal step by step; (3) the strategy of ladder setting in the teaching of the theory of the proximal development area requires the students in the same class to have the same ability and the difference in achievement should not be too big, that is, the teaching under the guidance of the theory of the proximal development area should be carried out in the teaching of different levels. It is the innovation of this study to regard students as autonomous and active individuals with certain self-study ability and dynamic development level, and to implement the teaching in the recent development area under the premise of students' self-development first. It is true that there are many uncontrollable factors in teaching practice due to the limitation of my research ability and the lack of quantitative measurement standards in the recent development area. The conclusion of this paper needs further study and discussion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

【共引文献】