初中生物理错题成因案例分析与对策研究
发布时间：2018-08-24 12:26
【摘要】：初中阶段是学生接触、学习物理学科的初级阶段,一方面,这一阶段学生解题能力的高低对后续物理的学习有着至关重要的影响;另一方面,这一阶段学生的思维与心理特点使得其在解题时总是出现这样或那样的问题或障碍,正是这些问题和障碍导致了学生多样化的解题错误。学生具体存在哪些问题和障碍呢?其实,这些问题和障碍就暴露于学生的错题之中。分析研究学生的错题就是发现、寻找、解决这些问题的突破口。基于切实帮助初中学生降低出错率、提高物理成绩的目的,以在中学教育实习中批改的大量作业和对学生初步了解为基础,查阅相关文献后确定了本研究的课题。本课题首先从学生的错题成因、错题题型及错题管理三个方面对学生和教师展开调查,通过调查发现学生的错题成因主要是运算错误、题意理解不到位、概念理解不清、逻辑推理错误。教师教学错误和题目有歧义也会导致学生解题错误,不容忽视,但出现概率较小。学生认为物理习题难度排序为:计算题选择题实验题填空题作图题,但由对教师的调查和错题统计来看实验题和计算题是学生主要的易错题型,作图题的出错率也相当高,容易被学生忽视。在错题管理方面,一些学生并不清楚自己物理易错的题型和错因,缺乏相关的元认知知识。虽然大多数同学都有自己的错题笔记,但是相当一部分同学并没有掌握整理错题笔记的科学方法,也没有充分利用好错题笔记。调查结果揭示了学生不知所“错”、屡错屡犯的现状及其成因,也加深了对初中生物理错题情况的了解,为进一步的分析研究奠定了基础。本研究结合问卷调查的结果,继而重点对学生错题成因的典型案例进行分析。研究归纳了数学运算错误、审题错误、逻辑推理偏差和思维不健全、对物理概念规律的理解不透彻、答题不规范、题目本身存在漏洞、教师教学错误七种导致学生解题错误的直接因素,并以典型的原始错题为案例进行分析说明,针对具体错误简要地提出一些应对措施。这部分创新之处在于研究中对数学运算错误、审题错误等又作了进一步的划分,如审题错误又包括不按题目要求答题、不能发现题目隐含条件、不能区分有效信息和无效信息、曲解题意四种情况。这种错题成因的列举和归纳方式相对于传统的观察力、记忆力、思维力等的智力因素与意志、兴趣、动机等非智力因素的归纳方式更加直观、易懂,有利于初中学生认识、理解与应用。最后,本研究总结了六条错题对策制定和实施的原则:及时性原则、可行性原则、有效性原则、灵活性原则、主体性原则、重点性原则。依据原则分别制定了学生和教师应对错题的策略。学生角度,从减少、发现、处理物理错题三个方面提出掌握解题步骤与技巧、“自主发现”和“同伴发现”、错题笔记的科学整理三个应对错题的措施。教师角度,则分别制定了课堂错题教学策略与“一对一”的课下错题订正策略。其中,又将“一对一”错题订正策略应用于实践,取得了较好的错题订正效果。本研究旨在唤起初中生和教师对物理错题资源的重视,以期对学生学习物理和教师错题教学有所帮助。
[Abstract]:The junior middle school stage is the primary stage for students to contact and study physics. On the one hand, the students'ability to solve problems in this stage has a vital impact on the follow-up physics study; on the other hand, the students' thinking and psychological characteristics make them always have problems or obstacles in solving problems, which are exactly these. Problems and obstacles lead to students'various problem-solving errors. What problems and obstacles do students have? In fact, these problems and obstacles are exposed to students' errors. Analyzing and studying students'errors is to find, find and solve the breakthroughs of these problems. The purpose of this study is to find out the main causes of students'errors by investigating the causes, types and management of students' errors. The students think that the difficulty of physical exercises is arranged as follows: Computing the choice questions, filling in the blanks and drawing the pictures, but the teachers'investigation and wrong questions. Statistically speaking, experimental and computational problems are the main error-prone problems of students, and the error rate of drawing problems is also quite high, which is easy to be ignored by students. Some students have not mastered the scientific method of sorting out the wrong question notes, and have not made full use of the wrong question notes. The survey results reveal the students do not know what "wrong" and repeated mistakes of the status quo and its causes, but also deepened the understanding of the junior high school students'physical wrong questions, laying the foundation for further analysis and research. The results of the investigation, and then focus on the causes of the typical case analysis of students wrong questions. Research summed up the mathematical operation errors, examination errors, logical reasoning errors and thinking is not perfect, the understanding of the laws of physical concepts is not thorough, the answer is not standardized, the problem itself there are loopholes, teachers teaching errors caused by seven direct causes of students'problem-solving errors. This part of the innovation lies in the further division of mathematical operation errors, examination errors and so on, such as examination errors, including not answering the questions according to the requirements of the questions, can not find the hidden conditions of the questions, can not be. The enumeration and induction of the causes of the errors are more intuitive and easy to understand than the traditional induction of non-intelligence factors such as observation, memory, thinking and so on. Finally, this research is beneficial to junior high school students'understanding, understanding and application. This paper summarizes six principles for the formulation and implementation of mistaken questions: timeliness principle, feasibility principle, effectiveness principle, flexibility principle, subjectivity principle and key principle. From the teacher's point of view, we have formulated the teaching strategy of mistaken questions in class and the one-to-one correction strategy of mistaken questions after class. In addition, we have applied the one-to-one correction strategy to practice and achieved better corrections. The purpose of this study is to arouse the attention of junior middle school students and teachers to the resources of wrong physics questions, in order to help students learn physics and teachers to teach wrong physics questions.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2200816
[Abstract]:The junior middle school stage is the primary stage for students to contact and study physics. On the one hand, the students'ability to solve problems in this stage has a vital impact on the follow-up physics study; on the other hand, the students' thinking and psychological characteristics make them always have problems or obstacles in solving problems, which are exactly these. Problems and obstacles lead to students'various problem-solving errors. What problems and obstacles do students have? In fact, these problems and obstacles are exposed to students' errors. Analyzing and studying students'errors is to find, find and solve the breakthroughs of these problems. The purpose of this study is to find out the main causes of students'errors by investigating the causes, types and management of students' errors. The students think that the difficulty of physical exercises is arranged as follows: Computing the choice questions, filling in the blanks and drawing the pictures, but the teachers'investigation and wrong questions. Statistically speaking, experimental and computational problems are the main error-prone problems of students, and the error rate of drawing problems is also quite high, which is easy to be ignored by students. Some students have not mastered the scientific method of sorting out the wrong question notes, and have not made full use of the wrong question notes. The survey results reveal the students do not know what "wrong" and repeated mistakes of the status quo and its causes, but also deepened the understanding of the junior high school students'physical wrong questions, laying the foundation for further analysis and research. The results of the investigation, and then focus on the causes of the typical case analysis of students wrong questions. Research summed up the mathematical operation errors, examination errors, logical reasoning errors and thinking is not perfect, the understanding of the laws of physical concepts is not thorough, the answer is not standardized, the problem itself there are loopholes, teachers teaching errors caused by seven direct causes of students'problem-solving errors. This part of the innovation lies in the further division of mathematical operation errors, examination errors and so on, such as examination errors, including not answering the questions according to the requirements of the questions, can not find the hidden conditions of the questions, can not be. The enumeration and induction of the causes of the errors are more intuitive and easy to understand than the traditional induction of non-intelligence factors such as observation, memory, thinking and so on. Finally, this research is beneficial to junior high school students'understanding, understanding and application. This paper summarizes six principles for the formulation and implementation of mistaken questions: timeliness principle, feasibility principle, effectiveness principle, flexibility principle, subjectivity principle and key principle. From the teacher's point of view, we have formulated the teaching strategy of mistaken questions in class and the one-to-one correction strategy of mistaken questions after class. In addition, we have applied the one-to-one correction strategy to practice and achieved better corrections. The purpose of this study is to arouse the attention of junior middle school students and teachers to the resources of wrong physics questions, in order to help students learn physics and teachers to teach wrong physics questions.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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