高一物理教学学情分析的问题与优化策略的研究

发布时间：2018-05-27 06:36

本文选题：高一物理 + 学情分析　；参考：《延边大学》2017年硕士论文

【摘要】：物理学情分析着重从学的角度来构建物理课堂教学,它是践行"以学生为主体,教师为主导"的教学理念的重要环节,是教学设计的重要组成部分。然而,在实际的物理课堂教学中,部分一线教师对物理学情分析的认识不够全面。鉴于此,本论文中研究了教师该如何在实际的物理教学中进行优质学情分析,具体包括两个方面:第一,从学生的实际情况出发,对高一学生物理学情进行研究,在此基础上结合高中生的心理特点和学情理论,建立学情分析模型。第二,从教师的教学实践出发,了解一线物理教师在教学过程中的学情分析行为和认识。针对物理教学中学情分析行为和认识上存在的不足,结合已有的物理学情分析模型提出物理学情分析的优化策略。本文采用问卷法,从高一学生物理学习综合状态、学习动机、学习风格、学习态度、学习能力和对物理教学诉求等六个维度进行分析,并结合学生的学习成绩,获得高一学生物理学情。百分之四十六的同学认为物理学学习难度一般,主要采用与教师或者同学讨论和借助网络方式解决学习中的问题。学习诉求与学习风格的调查表明,学生喜欢操作性学习,希望能够自己动手做实验。根据学生的学习情况和高一学生的心理特点,建立学情分析模型。采用访谈、文本分析等手段,深入探讨一线物理教师对学情分析的认知和实践的状况。研究发现:高一物理教师对学情分析认识存在片面性,过于重视知识与技能忽略其他维度,导致学情分析内容缺失。对课中与课后学情分析关注不足,不能充分有效利用学情分析结果,使得学情分析与整个教学环节脱节。结合学情分析理论基础和现阶段高一学生学情分析模型,针对学情分析存在的问题提出优化策略。在课前学情分析,丰富学情分析内容与细化教学目标,重视过程与方法维度和情感态度价值观维度分析。在课中学情分析,关注动态学情,激发学生学习活力。在课后学情分析,充分利用评价结果,做好教学反思。
[Abstract]:Physics situation analysis focuses on the construction of physics classroom teaching from the perspective of learning. It is an important link in the practice of the teaching concept of "students as the main body and teachers as the leading role" and an important part of the teaching design. However, in the actual physics classroom teaching, some teachers' understanding of physics situation analysis is not comprehensive enough. In view of this, this paper has studied how teachers should carry on the high quality learning situation analysis in the actual physics teaching, specifically includes two aspects: first, from the student's actual situation, carries on the research to the senior one student's physics situation. On this basis, combining the psychological characteristics of senior high school students and the theory of learning situation, an analytical model of learning situation is established. Second, from the teacher's teaching practice, to understand the first-line physics teachers in the process of learning analysis behavior and understanding. In view of the deficiency of the behavior and cognition of physics teaching in middle school, the optimization strategy of physics situation analysis is put forward in combination with the existing physical situation analysis model. In this paper, a questionnaire method is used to analyze the six dimensions of physics learning comprehensive state, learning motivation, learning style, learning attitude, learning ability and physics teaching demands of senior high school students. Get the physics of the first year of senior high school students. 46% of the students think that physics learning is generally difficult, mainly by discussing with teachers or students and using network to solve the problems in learning. The investigation of learning appeal and learning style shows that students like operational learning and hope to do experiments on their own. According to the students' learning situation and the psychological characteristics of the first year students, the analysis model of the learning situation is established. By means of interview and text analysis, this paper probes into the cognition and practice of first-line physics teachers. It is found that the physics teachers in Senior one have one-sidedness in their understanding of the analysis of learning situation and neglect other dimensions of knowledge and skills, which leads to the lack of the content of the analysis of learning situation. Insufficient attention has been paid to the analysis of learning situation in and after class, which can not make full and effective use of the results of the analysis of learning situation, which makes the analysis of learning situation out of touch with the whole teaching link. Based on the theoretical basis of learning situation analysis and the current model of learning situation analysis for the first year of senior high school students, the optimization strategy is put forward in view of the problems existing in the study situation analysis. The analysis of learning situation before class enriches the content of the analysis of learning situation and refines the teaching goal, and pays attention to the dimension of process and method and the dimension of emotional attitude and values. In the course of learning situation analysis, pay attention to the dynamic learning situation, stimulate students' learning vitality. In the analysis of learning situation after class, make full use of the evaluation results, do a good job of teaching reflection.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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