高中物理形象化教学的探索

发布时间：2018-06-08 10:21

本文选题：物理教学 + 物理模型　；参考：《安庆师范大学》2017年硕士论文

【摘要】：在对中学物理的教育教学探索过程中发现,传统的物理教育注重对物理知识本身的传授,而不重视学生对于知识的理解。这种物理教学模式下的学生对知识的掌握非常牢固,对解决实际问题则不甚理想。而形象化教学可以有效的提高学生对于物理学习的兴趣以及对物理知识的理解;既可以满足学生对于解题的需要,又可以满足学生对知识理解的需要。首先从传统的物理教学模式出发,通过对物理模型教学、多媒体教学、实验教学等几种主流的物理教学模式的探究思考,发现在现阶段的物理教学过程中,教学重点是学生对知识点的掌握以及解题能力的培养,导致学生对于物理的学习兴趣不够理想,物理学习只是一项任务。针对这一问题,提出了物理形象化教学。接下来是对物理形象化教学的理论探究。首先,对物理形象化教学进行定义:物理形象化教学是通过对物理知识的形象化处理,将物理知识以一个较为直观的状态展现给学生的一种教育教学手段。并对其形象化方式进行分类。其次,探究了物理形象化教学的作用,并从双重编码理论、脑科学理论、建构主义理论以及迁移理论等方面探究了物理形象化教学的理论基础。最后针对物理形象化教学提出了相关实施建议及原则,并就相关实例进行分析。最后是实践部分,通过在中学物理教学中使用物理形象化教学,并通过调查问卷以及访谈来调查学生及老师对于物理形象化教学的建议和意见。并就调查结果进行分析,发现并解决物理形象化教学的不足之处。
[Abstract]:In the course of exploring the teaching and teaching of physics in middle schools, it is found that the traditional physics education pays attention to the teaching of physical knowledge itself, but not to the students' understanding of knowledge. The students in this kind of physics teaching mode have a firm grasp of knowledge, but not ideal for solving practical problems. Visual teaching can effectively improve students' interest in physics learning and understanding of physical knowledge; it can not only meet the needs of students to solve problems, but also meet the needs of students to understand knowledge. First of all, from the traditional physical teaching model, through the physical model teaching, multimedia teaching, experimental teaching and other mainstream physical teaching mode of inquiry and reflection, found in the current physical teaching process, The emphasis of the teaching is the students' mastery of the knowledge points and the cultivation of the ability to solve problems, which leads to the students' interest in learning physics not being ideal, and the learning of physics is only a task. Aiming at this problem, the teaching of physics visualization is put forward. The next part is the theoretical research of physics visualization teaching. Firstly, the teaching of physical visualization is defined: physical visualization teaching is a kind of educational teaching means to show physical knowledge to students in a more intuitive state through the visualization of physical knowledge. And its image way carries on the classification. Secondly, it probes into the function of physics visualization teaching, and probes into the theoretical basis of physics visualization teaching from the aspects of double coding theory, brain science theory, constructivism theory and transfer theory. Finally, the paper puts forward some suggestions and principles for physical visualization teaching, and analyzes the relevant examples. The last part is practice, through the use of physical visualization teaching in physics teaching in middle schools, and through questionnaires and interviews to investigate the students and teachers of physical visualization teaching suggestions and opinions. The results of the investigation are analyzed to find out and solve the shortcomings of physical visualization teaching.
【学位授予单位】：安庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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