社会文化视角下初中物理课堂教学中开展合作学习的研究
发布时间：2018-08-13 14:55
【摘要】：合作学习在当今的教学界并不是一种陌生的教学模式,该教学模式打破了传统教学模式中学生主体地位不突出的弊端,满足核心素养的基本要求。在当今这个知识大爆炸的时代,人们所需汲取的知识的广度不断扩大,深度不断增加,单依靠个人的努力不能实现高效、高速的进步,因此合作显得格外重要。而合作学习在我们的教学过程中作为一种实现学生与老师、同伴合作的手段,对提高教学效果、实现学生高效学习具有进步意义。在这种形势下,深入探究合作学习、不断完善合作学习,使学生和教师在有限的时间和精力下得到最大化、最高效的发展显得尤为重要。在初中物理课堂教学中,引导学生深入了解物理,培养学习兴趣,掌握物理研究思想是教学的重点。结合物理学的学科特点可以发现,利用合作学习的教学模式可以实现生生交流、师生交流的最大化,有助于教师指导的展开,促进学生的理解,因此在教学中开展合作学习一直是教育工作者研究的热点之一。以往对合作学习的研究主要集中在策略、具体应用等方面,忽视了合作学习理论的基础——社会文化背景,本研究通过从社会文化角度分析合作学习进而提出相应的教学建议,以期提高教学效果。本文共分六章。第一章是绪论,主要介绍了合作学习的研究背景、合作学习和社会文化理论的研究现状以及本论文研究的意义。第二章从社会文化视角下对合作学习进行理论分析,阐述了学习及合作学习的实质、影响认知发展的因素、促进认知发展的工具以及推动认知发展的机制。第三章是在从社会文化理论角度分析合作学习的基础上对合作学习提出了教学建议并制定出教学设计。第四章是对上一章提出的教学建议进行实践,包括利用层次分析法对影响学生合作学习的多方面的社会文化因素进行权重分析,计算学生的综合得分,并以此作为依据对学生进行分组;在教学过程中通过设立子目标等方式创建合作的情境,引导学生进行交流合作,从而完成教学任务。第五章是对教学实践结果进行评价和分析。主要从学生对知识掌握程度和对物理感兴趣程度两个方面进行评价,并对结果进行分析,最终得出结论并进行教学反思。第六章是对本论文的不足之处作出反思和说明,并提出今后研究的建议。
[Abstract]:Cooperative learning is not a new teaching mode in the teaching field today. It breaks the disadvantage of the traditional teaching mode which is not prominent in the students' main position and meets the basic requirements of the core accomplishment. In this era of knowledge explosion, the scope and depth of knowledge that people need to learn is expanding, and individual efforts alone can not achieve high efficiency and rapid progress, so cooperation is particularly important. In our teaching process, cooperative learning, as a means to realize the cooperation between students, teachers and peers, is of great significance for improving the teaching effect and realizing the students' efficient learning. In this situation, it is very important to explore cooperative learning and improve cooperative learning to maximize students and teachers in limited time and energy. In the physics classroom teaching of junior high school, it is the key point of teaching to guide the students to understand physics deeply, to cultivate their interest in learning and to master the thought of physics research. Combined with the characteristics of physics, it can be found that the teaching mode of cooperative learning can realize the communication between students and students, maximize the communication between teachers and students, help teachers to guide and promote students' understanding. Therefore, cooperative learning in teaching has always been one of the hot spots for educators. In the past, the researches on cooperative learning mainly focused on strategy, concrete application and so on, neglecting the sociocultural background of cooperative learning theory. Through analyzing cooperative learning from the perspective of social culture, this study put forward corresponding teaching suggestions. In order to improve the teaching effect. This paper is divided into six chapters. The first chapter is the introduction, mainly introduces the research background of cooperative learning, the research status of cooperative learning and sociocultural theory, and the significance of this paper. The second chapter makes a theoretical analysis of cooperative learning from the perspective of social culture, and expounds the essence of learning and cooperative learning, the factors affecting cognitive development, the tools to promote cognitive development and the mechanism of cognitive development. The third chapter puts forward teaching suggestions and formulates teaching design on the basis of analyzing cooperative learning from the angle of sociocultural theory. The fourth chapter is to carry on the practice to the teaching suggestion put forward in the previous chapter, including using the analytic hierarchy process to analyze the various social and cultural factors that affect the students' cooperative learning, and to calculate the students' comprehensive score. Based on this, the students are grouped into groups, and the cooperative situation is created by setting up sub-goals in the teaching process to guide the students to communicate and cooperate so as to complete the teaching task. The fifth chapter is to evaluate and analyze the results of teaching practice. This paper mainly evaluates the students' degree of knowledge mastery and interest in physics, analyzes the results, and finally comes to a conclusion and carries on the teaching reflection. The sixth chapter is to reflect and explain the shortcomings of this paper, and put forward suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2181321
[Abstract]:Cooperative learning is not a new teaching mode in the teaching field today. It breaks the disadvantage of the traditional teaching mode which is not prominent in the students' main position and meets the basic requirements of the core accomplishment. In this era of knowledge explosion, the scope and depth of knowledge that people need to learn is expanding, and individual efforts alone can not achieve high efficiency and rapid progress, so cooperation is particularly important. In our teaching process, cooperative learning, as a means to realize the cooperation between students, teachers and peers, is of great significance for improving the teaching effect and realizing the students' efficient learning. In this situation, it is very important to explore cooperative learning and improve cooperative learning to maximize students and teachers in limited time and energy. In the physics classroom teaching of junior high school, it is the key point of teaching to guide the students to understand physics deeply, to cultivate their interest in learning and to master the thought of physics research. Combined with the characteristics of physics, it can be found that the teaching mode of cooperative learning can realize the communication between students and students, maximize the communication between teachers and students, help teachers to guide and promote students' understanding. Therefore, cooperative learning in teaching has always been one of the hot spots for educators. In the past, the researches on cooperative learning mainly focused on strategy, concrete application and so on, neglecting the sociocultural background of cooperative learning theory. Through analyzing cooperative learning from the perspective of social culture, this study put forward corresponding teaching suggestions. In order to improve the teaching effect. This paper is divided into six chapters. The first chapter is the introduction, mainly introduces the research background of cooperative learning, the research status of cooperative learning and sociocultural theory, and the significance of this paper. The second chapter makes a theoretical analysis of cooperative learning from the perspective of social culture, and expounds the essence of learning and cooperative learning, the factors affecting cognitive development, the tools to promote cognitive development and the mechanism of cognitive development. The third chapter puts forward teaching suggestions and formulates teaching design on the basis of analyzing cooperative learning from the angle of sociocultural theory. The fourth chapter is to carry on the practice to the teaching suggestion put forward in the previous chapter, including using the analytic hierarchy process to analyze the various social and cultural factors that affect the students' cooperative learning, and to calculate the students' comprehensive score. Based on this, the students are grouped into groups, and the cooperative situation is created by setting up sub-goals in the teaching process to guide the students to communicate and cooperate so as to complete the teaching task. The fifth chapter is to evaluate and analyze the results of teaching practice. This paper mainly evaluates the students' degree of knowledge mastery and interest in physics, analyzes the results, and finally comes to a conclusion and carries on the teaching reflection. The sixth chapter is to reflect and explain the shortcomings of this paper, and put forward suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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