同伴教学模式在大学物理课程中应用的初步研究

发布时间：2018-05-14 04:46

本文选题：同伴教学 + 教学模式　；参考：《华中师范大学》2014年硕士论文

【摘要】：传统的物理教学模式以教师为中心,重教轻学,致使学生缺乏主动思考的能力和创新精神。然而随着时代不断的发展,尤其在需要提高理工科学生的相关能力情况下,单一、老套的传统教学模式已不能完全符合和满足人才发展的要求。很多文献都指出,同伴教学法是讲授自然科学课程简单有效的方式,它能有效优化高校物理课堂,促进学生对物理概念的理解及学习成绩的提高。因此,研究同伴教学模式及其在大学物理教学中的应用,具有一定的理论及现实意义。本文在明晰同伴教学概念的基础上,结合国内外同伴教学的研究现状,围绕同伴教学的有效性、同伴教学的理论拓展、同伴教学在大学物理课堂的实际应用等方面,阐述了同伴教学在我校个别大学物理课堂的实践成果,并对同伴教学的运用策略进行了探讨。我们的研究发现,学生对同伴教学普遍持支持态度,它有效地提高了学生的学习积极性和课堂参与率。经同伴教学后,绝大部分的课堂测试题正确率均有大幅度提升,尤其易错题的提升效果最为明显。某些文献表示性别造成同伴教学影响差异性大,然而我们的调查发现,除了在适应同伴教学和clicker过程中遇到的困扰不一样,男生和女生在“受同伴教学的影响”以及“对同伴教学和clicker的看法”这两方面差别很小。在实施同伴教学时会存在一些问题,一般会在这些方面出现：理念更新与理论拓展,课程与课时的合理规划,设备与题库的建立与完善,收效与评价的多样化等。为了使同伴教学更加适应中国高校大学物理课程,建立高效课堂,切实提升学生的学习能力和科学素养,本篇论文给出了一些有效的解决方案,例如,更新传统高等教育教学理念,结合多元化教学理论和模式,设计课程各环节与教学进度,设置多样化的预习完成方式,实施同伴讨论的问题及对策,建立完善的clciker测试题库,有效利用clicker,开发其他有效课堂交互方式,搜集有效的课堂反馈结果,建立特色的教学评估体系等方面给出了参考性意见。
[Abstract]:The traditional teaching mode of physics is teacher-centered and neglects teaching and learning, which results in the students lacking the ability of active thinking and the spirit of innovation. However, with the continuous development of the times, especially in the need to improve the ability of science and engineering students, a single, old-fashioned traditional teaching model can not fully meet and meet the requirements of talent development. Many literatures have pointed out that peer teaching method is a simple and effective way to teach natural science courses. It can effectively optimize physics classes in colleges and universities, promote students' understanding of physical concepts and improve their academic performance. Therefore, it is of theoretical and practical significance to study the peer teaching model and its application in college physics teaching. On the basis of clarifying the concept of peer teaching, combined with the current research situation of peer teaching at home and abroad, this paper focuses on the effectiveness of peer teaching, the expansion of peer teaching theory, the practical application of peer teaching in college physics classroom, etc. This paper expounds the practical achievements of peer teaching in the physics classroom of individual universities in our university, and probes into the application strategy of peer teaching. Our study found that students generally support peer teaching, which can effectively improve students' learning enthusiasm and classroom participation rate. After peer teaching, the correct rate of most classroom test questions has been greatly improved, especially the most obvious effect of misguided questions. Some literature has shown that gender causes significant differences in peer teaching. However, our survey found that, apart from the difficulties encountered in adapting to peer teaching and clicker, There is little difference between boys and girls in "peer teaching" and "peer teaching and clicker". In the implementation of peer teaching, there will be some problems, such as concept renewal and theoretical expansion, reasonable planning of curriculum and class hours, establishment and improvement of equipment and question bank, diversification of results and evaluation, etc. In order to make peer teaching more suitable for college physics courses in China, to establish efficient classes, and to improve students' learning ability and scientific literacy, this paper presents some effective solutions, such as, Renew the traditional higher education teaching idea, combine the diversified teaching theory and model, design the course each link and teaching progress, set up the diversified preview completion way, carry out the problem and countermeasure of the peer discussion, establish the perfect clciker test question bank. Using clickereffectively, developing other effective classroom interaction methods, collecting effective classroom feedback results, establishing characteristic teaching evaluation system and so on, the paper gives some reference suggestions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G642;O4-4

【参考文献】