初中物理“四步”小组合作教学模式研究
发布时间：2018-09-17 20:25
【摘要】：转变学生被动的学习方式,引导学生质疑、合作、探究,促进学生在教师指导下主动地、富有个性地学习,是今天摆在每位教育者面前的课题。笔者在学习中认识到:美国的“翻转课堂”模式,我国很多学校的“小组合作”模式,效果都很好,这些学习给笔者的教学研究带来了极大的启示。笔者在日常的教学中,积极地借鉴这些成功的经验,大胆探索适应新时代需求的新的教学模式,研究中结合本校学生的特点,总结构建出——初中物理“四步”小组合作教学模式,即“先学后教——合作探究——破疑解困——梳理总结”,(“先学后教”就是学生在教师的指导下,利用“学习任务表”在课前完成对学习任务的自主学习;“合作探究”就是学生把课前学习中遇到的疑难问题梳理好,第二天在课堂上在组内与同学一起探究;“破疑解困”就是借助小组成员或者其他同学、老师的力量解决疑难问题;“梳理总结”就是课后将课堂上的学习收获进行整理,在整理中提高),这模式志在改变学生被动的学习方式,培养学生自主合作学习的习惯,促进学生的终身发展。研究中,采取了“调查法、统计法、推理法、演绎法、归纳法、对比法、图表法、模拟法”等方法,对研究中的每个步骤都做好了详细的记录,并及时改进研究中出现的不足,促进了研究朝着既定的目标进行。经过2年的实验,学生学习的兴趣明显地提高,学习热情高涨,学业成绩飞快地提高;同时学生学会了自主学习,学会了倾听他人的意见,学会了与人合作,学生在收获学业的同时,收获了为人处世之道。学生的改变和成长,受到了学校和家长的一致认可,这种探索得到了学校的赞赏,并在第3年,学校将其推广到4个班级,进而推广到全校,将来将会在全区进行推广。学生学习方式改变的同时也改变了笔者的备课状态,笔者要广泛学习,深挖教材,向他人学习请教,这就极好地促进了自身的成长,并完成了自身角色的转变,由原来知识的传授者变成学习的组织者、引导者,从经验型教师向研究型教师转变。这种模式推广到全校后,广大教师进入了一个广泛学习、交流合作、取长补短的状态中。研究探索中取得了一定的成绩,但还有不足,如何构建更加科学有效的小组合作探究模式,还需要更多的有识之士去努力探究。
[Abstract]:Changing students' passive learning methods, guiding students to question, cooperate, explore, and promote students to study actively and individually under the guidance of teachers is a subject that every educator faces today. The author realized in his study that the "flip classroom" model in the United States and the "group cooperation" model in many schools in our country had a good effect, which brought great enlightenment to the author's teaching research. In the daily teaching, the author actively draws lessons from these successful experiences, boldly explores the new teaching mode to meet the needs of the new era, and combines the characteristics of the students in the research. The conclusion constructs a "four-step" group cooperative teaching model of junior middle school physics, that is, "learning first, then teaching-cooperating exploring-breaking through doubts and solving difficulties-combing and summing up", ("learning first and teaching later" means students are under the guidance of teachers. Using the "study task table" to complete the autonomous learning task before class, "cooperative inquiry" is to comb the difficult problems encountered in the study before class, and to explore with the students in the group in class the next day. "solving difficulties" means solving difficult problems with the help of group members or other students and teachers; "combing and summing up" means sorting out the learning gains in the classroom after class. This mode aims at changing students' passive learning methods, cultivating students' habit of independent and cooperative learning, and promoting students' lifelong development. In the study, "investigation method, statistical method, inference method, deductive method, induction method, contrast method, chart method, simulation method" and other methods were adopted. Each step in the study was recorded in detail, and the deficiencies in the study were promptly improved. It promotes the research towards the stated goal. After two years of experiments, students' interest in learning has increased significantly, their enthusiasm for learning has soared, and their academic achievements have increased rapidly. At the same time, students have learned to learn independently, to listen to others' opinions, and to cooperate with others. Students in the harvest of the school, harvest the way to deal with the world. The change and growth of the students have been recognized by both the school and the parents. This exploration has been appreciated by the school. In the third year, the school extended it to four classes, and then to the whole school, which will be popularized in the whole district in the future. Students' learning style has changed at the same time it has also changed the author's state of preparing lessons. The author has to study extensively, dig into teaching materials, and learn from others. This has greatly promoted his own growth and completed the transformation of his own role. From the original knowledge teacher to the learning organizer, guide, from experiential teachers to research teachers. After this model was extended to the whole school, teachers entered a state of extensive learning, communication and cooperation, and learning from each other. Some achievements have been made in the research and exploration, but there are still some shortcomings. How to build a more scientific and effective mode of cooperative inquiry in groups still needs more people of insight to make efforts to explore.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
本文编号：2246995
[Abstract]:Changing students' passive learning methods, guiding students to question, cooperate, explore, and promote students to study actively and individually under the guidance of teachers is a subject that every educator faces today. The author realized in his study that the "flip classroom" model in the United States and the "group cooperation" model in many schools in our country had a good effect, which brought great enlightenment to the author's teaching research. In the daily teaching, the author actively draws lessons from these successful experiences, boldly explores the new teaching mode to meet the needs of the new era, and combines the characteristics of the students in the research. The conclusion constructs a "four-step" group cooperative teaching model of junior middle school physics, that is, "learning first, then teaching-cooperating exploring-breaking through doubts and solving difficulties-combing and summing up", ("learning first and teaching later" means students are under the guidance of teachers. Using the "study task table" to complete the autonomous learning task before class, "cooperative inquiry" is to comb the difficult problems encountered in the study before class, and to explore with the students in the group in class the next day. "solving difficulties" means solving difficult problems with the help of group members or other students and teachers; "combing and summing up" means sorting out the learning gains in the classroom after class. This mode aims at changing students' passive learning methods, cultivating students' habit of independent and cooperative learning, and promoting students' lifelong development. In the study, "investigation method, statistical method, inference method, deductive method, induction method, contrast method, chart method, simulation method" and other methods were adopted. Each step in the study was recorded in detail, and the deficiencies in the study were promptly improved. It promotes the research towards the stated goal. After two years of experiments, students' interest in learning has increased significantly, their enthusiasm for learning has soared, and their academic achievements have increased rapidly. At the same time, students have learned to learn independently, to listen to others' opinions, and to cooperate with others. Students in the harvest of the school, harvest the way to deal with the world. The change and growth of the students have been recognized by both the school and the parents. This exploration has been appreciated by the school. In the third year, the school extended it to four classes, and then to the whole school, which will be popularized in the whole district in the future. Students' learning style has changed at the same time it has also changed the author's state of preparing lessons. The author has to study extensively, dig into teaching materials, and learn from others. This has greatly promoted his own growth and completed the transformation of his own role. From the original knowledge teacher to the learning organizer, guide, from experiential teachers to research teachers. After this model was extended to the whole school, teachers entered a state of extensive learning, communication and cooperation, and learning from each other. Some achievements have been made in the research and exploration, but there are still some shortcomings. How to build a more scientific and effective mode of cooperative inquiry in groups still needs more people of insight to make efforts to explore.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
【参考文献】
相关期刊论文 前2条
1 朱克卿;解朝爱;;中学体育合作学习的研究综述[J];新课程研究(上旬刊);2011年03期
2 杨宝建;新课改形势下“自主学习”物理教学模式初探[J];济南教育学院学报;2003年05期
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