促进学生自主学习的普通物理实验问题开发研究

发布时间：2018-05-31 03:43

本文选题：物理实验 + 自主学习　；参考：《上海师范大学》2017年硕士论文

【摘要】：高等教育扩招迅速扩大了高校的数量和规模,学生数量的增加速度远超过了教师数量的增加速度,生师比逐渐增大。生师比从扩招前的9.8:1到目前的17.5:1的变化间接影响到高等教育的教学质量。近年来,专注于高等教育教学的研究越来越多。物理实验作为高校理工科学生的必修课程,其教学也有着非常重要的研究价值。面对物理实验课前学生预习主动性不足的现象,笔者从促进学生自主学习的角度,以普通物理实验课程的力学和热学部分内容为依托,开发与物理实验题目相对应的预习问题和思考题,提高物理实验的教学效果。出发点是促进学生自主学习,采用的方法是设计和发放预习问题和思考题,并且以课堂提问的方式起到检测和督促的作用,落脚点是知识与技能的增长,思维和能力的提高,学习态度更加端正和积极。在学生开始普通物理实验课程之前,对学生实施了学期前问卷调查。学期前问卷主要了解学生的实验基础。根据自由组合和随机分配的原则将学生分为实验组和对照组。在研读物理实验教材和相关实验资料的基础上,遵循明确目的性原则、科学性原则、层次性和递进性原则、启发性原则、灵活性和开放性原则、迁移性原则,开发物理实验的预习问题和思考题。学生在实验课前完成预习问题和思考题的回答,在课堂上教师抽查学生的回答情况,并在课堂上及时做好反馈。在一段时间的教学实验之后,以问卷的形式了解学生的学习情况,学习态度和自我效能感的变化。实验分析结果总结如下:1、与对照组学生相比,实验组学生的学习积极性和主动性更高。2、对照组学生的预习报告基本上一致,预习报告内容包括实验目的、实验所需器材、实验原理、实验操作步骤等部分,所有内容都来源于实验教材。实验组的预习报告则是由预习问题和思考题组成,报告所呈现的内容比较丰富,不再局限于教材。3、针对某一实验题目,实验组的学生能够经过认真思考,给出多种实验方法,实验报告内容呈现出多样性。4、实验组的学生在回答预习问题和思考题时,能够以归纳、概括和总结的方式陈述自己的观点。与学生直接从书中抄写相关知识组成预习报告相比,以问题为导向的方式更能激发学生学习的积极性和促进学生自主学习。5、在实验设计题目上,学生表现出活跃的思维和勇于创新的精神。6、霍尔效应实验测试结果表明,预习问题能够帮助学生加深对实验原理的理解和掌握。在研究的过程中发现存在以下几个问题:第一,预习问题对仪器介绍、使用类的实验不适用,如《示波器的使用》;第二,预习问题应当简洁,其解释能够用一两句话就能够说明的,学生更愿意作答;第三,学生对熟悉的、简单的实验愿意作答,而对于陌生的、复杂的实验则会产生排斥,在设计问题时对难易程度的把握非常关键,也比较困难。
[Abstract]:The enrollment expansion of higher education expands the number and scale of colleges and universities rapidly. The increasing speed of the number of students far exceeds the speed of the increase of the number of teachers, and the ratio of students to teachers increases gradually. The change of student teacher ratio from 9. 8: 1 to 17. 5: 1 indirectly affects the teaching quality of higher education. In recent years, more and more research has been devoted to higher education teaching. As a compulsory course for college students of science and engineering, the teaching of physics experiment has very important research value. In the face of the phenomenon that the students' prestudy initiative is insufficient before the physics experiment class, the author, from the angle of promoting the students' autonomous learning, relies on the mechanics and heat part of the general physics experiment course. In order to improve the teaching effect of physics experiment, the preparation problem and examination question corresponding to physics experiment are developed. The starting point is to promote students' independent learning, and the method is to design and distribute preview questions and thought test questions, and to test and supervise the students by asking questions in class. The goal is the growth of knowledge and skills, and the improvement of thinking and ability. Learning attitude is more positive and positive. A pre-term questionnaire survey was conducted before the students started the general physics experiment course. Before the semester, the questionnaire is mainly about the experimental basis of the students. According to the principle of free combination and random distribution, the students were divided into experimental group and control group. On the basis of studying the teaching materials of physical experiments and related experimental materials, following the principles of clear purpose, scientific, hierarchical and progressive, enlightening, flexibility and openness, mobility, the principles of flexibility and openness, the principle of mobility, the principle of science, the principle of hierarchy and progressiveness, the principle of inspiration, the principle of flexibility and openness, Develop the physics experiment preview problem and the thought examination question. The students completed the answers to the preview questions and thought questions before the experimental class, and the teachers checked the students' answers in the classroom, and made timely feedback in the classroom. After a period of teaching experiment, the students' learning situation, learning attitude and self-efficacy were investigated in the form of questionnaire. The results of the experimental analysis are summarized as follows: 1: 1.Compared with the students of the control group, the students in the experimental group have higher learning enthusiasm and initiative. The preview report of the control group is basically the same. The content of the preview report includes the purpose of the experiment and the equipment needed for the experiment. The experiment principle, the experiment operation procedure and so on, all content comes from the experiment teaching material. The previewing report of the experimental group is composed of preview questions and thought questions, and the contents presented in the report are more abundant, and they are no longer confined to the textbook .3. for a certain experimental topic, the students in the experimental group can give a variety of experimental methods after careful consideration. The contents of the experiment report showed diversity. The students in the experimental group were able to express their views in the way of induction, generalization and summary when answering the preview questions and thought questions. Compared with the preparation report of students' direct copying of relevant knowledge from the book, the problem-oriented approach can stimulate students' enthusiasm for learning and promote students' autonomous learning. Students show active thinking and creative spirit. Hall effect test results show that the preview problem can help students to understand and master the principle of the experiment. In the course of the study, the following problems are found: first, the preview problem is not applicable to the introduction of instruments, such as the use of oscilloscopes, and second, the preparation problem should be concise. The explanation can be explained in one or two sentences, and students are more willing to answer; third, students are willing to answer familiar, simple experiments, while unfamiliar and complex experiments produce rejection. In the design of the problem to grasp the degree of difficulty is very critical, but also more difficult.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642;O4-4

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