初中物理在线学习环境下学习风格模型研究
发布时间：2018-10-31 16:32
【摘要】：物理学作为人类科学文化的重要组成部分,是研究物质、相互作用和运动规律的自然科学。物理学的迅速发展及其相关技术的广泛应用,在给基础教育物理课程带来机遇的同时也是其面临新的挑战。为了更好地实现物理学科教学的有效性,在教育以人为本这一理念的思想指导下,物理学科的教学应更加注重对学习者个性化的发展与培养。《义务教育物理课程标准》中也有指出:“以学生终身发展为本,以提高全体学生科学素养为目标,为每个学生的学习与发展提供平等机会,关注学生的个体差异,使每个学生学习科学的潜能得到发展。”[1]但由于传统教学方式在教学组织形式、教学资源安排、师生人数比例失衡等诸多方面的限制,导致在现阶段我国实际传统环境下无法实现针对学习者的个体差异去进行相关教与学活动的组织与安排。随着信息技术的发展,多媒体网络技术引入到物理学科的教学中,运用在线学习环境下的多媒体手段支撑下,极大的帮助了教师因材施教的问题。而在教育大背景越来越强调学习者个性化学习的过程中“学习风格”这一概念被越来越多的引用到对学生个体差异的描述。当我们以学习风格为关键词,时间限定在1997年-2014年,从CNKI中进行搜索时,得到了1203篇相关文章。通过诸多相关领域学者对学习风格的研究表明学习者个体明确的学习风格不仅有利于教师及指导者在教学的过程中更好的安排相关的教学资源及策略,同时也能够使学习者更好地了解自我的学习行为特征、有效的学习策略与学习方式。无论是从教的方面还是从学的方面都证明了对学习风格研究是有效性学习研究的前提与趋势。本文在基于CNKI数据库的基础上,利用文献分析法、调查研究法、统计法等方法在对学习风格理论与模型对进行重新梳理的基础上,对在线学习环境下初中物理学习风格从生理、心向准备、认知倾向和行为偏好四大维度分析出12种学习风格要素,并结合国内基础教育情况与在线学习特点制作出适合我国初中物理在线学习环境的学习风格量表并实施测量。以此次的调查结果为数据去初始化初中物理在线学习环境下的学习风格模型。本研究旨在为学习风格研究的本土化、学科化作出小步推进,并希望它能为初中物理在线学习环境下的有效性学习及在线学习环境的建设与完善提供帮助。
[Abstract]:Physics, as an important part of human science and culture, is a natural science that studies the law of matter, interaction and movement. The rapid development of physics and the wide application of related technology not only bring opportunities to the basic education physics curriculum, but also face new challenges. In order to better realize the effectiveness of physics teaching, under the guidance of the idea that education is people-oriented, The teaching of physics should pay more attention to the individualized development and cultivation of the learners. It is also pointed out in the Physics Curriculum Standard of compulsory Education: "taking the lifelong development of students as the basis, the goal is to improve the scientific literacy of all students." To provide equal opportunities for each student to learn and develop, to pay attention to the individual differences of the student, and to develop the potential of each student to learn science. "[1] but since traditional teaching methods are organized in the form of teaching, teaching resources are arranged, Due to the imbalance in the ratio of teachers and students, it is impossible to organize and arrange the relevant teaching and learning activities according to the individual differences of learners in the present practical traditional environment of our country. With the development of information technology, multimedia network technology is introduced into the teaching of physics, which is supported by the multimedia means in the online learning environment, which greatly helps the teachers to teach according to their aptitude. However, in the process of individualized learning, the concept of "learning style" is more and more used to describe the individual differences of students. When we used learning style as the key word, time limited to 1997-2014, and searched from CNKI, we got 1203 related articles. Through the research on learning style in many related fields, it is shown that the individual learning style is not only helpful for teachers and instructors to better arrange the relevant teaching resources and strategies in the process of teaching. At the same time, it can help learners to better understand their learning behavior characteristics, effective learning strategies and learning methods. Both teaching and learning have proved that the study of learning style is the premise and trend of effective learning. On the basis of CNKI database, this paper makes use of literature analysis, investigation, statistics and so on. On the basis of rearranging the theory and model of learning style, this paper studies the physics learning style of junior middle school in the online learning environment. According to the four dimensions of mental preparation, cognitive orientation and behavioral preference, 12 learning style elements were analyzed. Combined with the situation of basic education and the characteristics of online learning in China, a learning style scale suitable for the online learning environment of junior high school physics in China was developed and measured. The results of this survey are used as data to initialize the learning style model in the online learning environment of junior high school physics. The purpose of this study is to make a small step forward for the localization of the study of learning style and discipline, and hope that it can provide help for the effective learning and the construction and improvement of the online learning environment in junior high school physics online learning environment.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7;G434
本文编号：2302879
[Abstract]:Physics, as an important part of human science and culture, is a natural science that studies the law of matter, interaction and movement. The rapid development of physics and the wide application of related technology not only bring opportunities to the basic education physics curriculum, but also face new challenges. In order to better realize the effectiveness of physics teaching, under the guidance of the idea that education is people-oriented, The teaching of physics should pay more attention to the individualized development and cultivation of the learners. It is also pointed out in the Physics Curriculum Standard of compulsory Education: "taking the lifelong development of students as the basis, the goal is to improve the scientific literacy of all students." To provide equal opportunities for each student to learn and develop, to pay attention to the individual differences of the student, and to develop the potential of each student to learn science. "[1] but since traditional teaching methods are organized in the form of teaching, teaching resources are arranged, Due to the imbalance in the ratio of teachers and students, it is impossible to organize and arrange the relevant teaching and learning activities according to the individual differences of learners in the present practical traditional environment of our country. With the development of information technology, multimedia network technology is introduced into the teaching of physics, which is supported by the multimedia means in the online learning environment, which greatly helps the teachers to teach according to their aptitude. However, in the process of individualized learning, the concept of "learning style" is more and more used to describe the individual differences of students. When we used learning style as the key word, time limited to 1997-2014, and searched from CNKI, we got 1203 related articles. Through the research on learning style in many related fields, it is shown that the individual learning style is not only helpful for teachers and instructors to better arrange the relevant teaching resources and strategies in the process of teaching. At the same time, it can help learners to better understand their learning behavior characteristics, effective learning strategies and learning methods. Both teaching and learning have proved that the study of learning style is the premise and trend of effective learning. On the basis of CNKI database, this paper makes use of literature analysis, investigation, statistics and so on. On the basis of rearranging the theory and model of learning style, this paper studies the physics learning style of junior middle school in the online learning environment. According to the four dimensions of mental preparation, cognitive orientation and behavioral preference, 12 learning style elements were analyzed. Combined with the situation of basic education and the characteristics of online learning in China, a learning style scale suitable for the online learning environment of junior high school physics in China was developed and measured. The results of this survey are used as data to initialize the learning style model in the online learning environment of junior high school physics. The purpose of this study is to make a small step forward for the localization of the study of learning style and discipline, and hope that it can provide help for the effective learning and the construction and improvement of the online learning environment in junior high school physics online learning environment.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7;G434
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