基于实证的初中物理课堂现状调查研究
发布时间：2018-08-24 14:18
【摘要】：在教育研究的领域,无论如何发展,始终离不开“课堂”这一教育中最核心也是最原始的话题,课堂教学的质量就决定着整个教学质量的好坏。本研究通过查阅大量相关文献,找出了前人研究发现的一些初中物理课堂现状中为人所诟病的问题,并对其进行了整理、分类和归纳,总结出了出现频率最高的问题。但这些问题的提出多是基于评课教师的经验,或是教师自陈问卷,极少是基于课堂观察得到的实证数据做出结论。于是笔者选择采用课堂观察法来进行本研究,首先针对总结出的问题进行了观察量表的设计,基于典型课例对观察量表试用和调整,然后利用量表对初中物理课堂进行观察和记录,并对记录的数据进行统计分析,对典型课例作了刻画,最后对初中物理课堂现状作了描绘,提出了教学改进建议。研究对象包括来自浙江省、江苏省、安徽省、江西省、湖北省、四川省、陕西省、山东省、福建省、辽宁省、天津市、新疆维吾尔族自治区这12个省辖区,26个市辖区的44个全国初中物理推选课比赛的教学录像。观察量表包括:学生自主学习活动环节、提问的有效性与教师候答时间及理答方式、教师对课堂教学中学生错误的指导、教师叫答机会分布、教学辅助工具使用情况等5个。笔者采用Excel表格对观察数据进行统计和分析。研究结果表明,目前初中物理课堂的现状是:①课堂仍以教师讲授为主,教师讲授时间约占课堂总用时的80%。②学生自主学习活动环节受到重视,约有98%的课堂中设有学生自主学习活动环节,实验探究活动环节在所有自主学习活动环节中所占比例最高,达到34%,且其中有约15%的探究环节是按照教师所给步骤进行。③课堂对话质量较低,平均每节课课堂提问数量达到60个左右,自问自答数占提问总数的9%左右;识记理解类问题占74.73%,应用分析类问题占24.23%,而评价创造类问题仅占1.04%;教师的候答时间通常不足1秒,平均为1.21秒;教师的理答方式较单一,最常用的理答方式是重复学生的答案,其比例占到70.73%。④课堂互动形式趋于多样化;⑤板书使用率不足50%,PowerPoint课件使用率达到100%,约有18%的课堂中出现了使用手机辅助教学的情况。针对仍存在的初中物理课堂教学问题,笔者提出了一些改进的建议:①课堂留出适当时间给学生,充分发挥学生的主观能动性;②提高课堂提问的质量;③合理延长候答时间;④留心叫答公平性;⑤善用多种理答策略。
[Abstract]:In the field of educational research, no matter how it develops, it is always inseparable from the "classroom", which is the core and the most primitive topic of education. The quality of classroom teaching determines the quality of the whole teaching. Through consulting a large number of relevant literature, this study finds out some problems that have been criticized in the present situation of physics classroom in junior high school, and summarizes the problems that appear most frequently. However, most of these questions are based on the teacher's experience, or teachers' self-assessment questionnaire, rarely based on the empirical data from classroom observation to come to a conclusion. So the author chose to use the classroom observation method to carry out this study. First, the author designed the observation scale for the problems summarized, and based on the typical class examples, tried out and adjusted the observation scale. Then we use the scale to observe and record the physics classroom of junior high school, and make statistical analysis on the recorded data, describe the typical class examples, and at last describe the present situation of physics classroom in junior high school, and put forward some suggestions for teaching improvement. The subjects include Zhejiang Province, Jiangsu Province, Anhui Province, Jiangxi Province, Hubei Province, Sichuan Province, Shaanxi Province, Shandong Province, Fujian Province, Liaoning Province, Tianjin City. Teaching videos of 44 national junior high school physics selection competitions in 12 provinces and 26 municipal districts of Xinjiang Uygur Autonomous region. The observation scale includes five parts: students' autonomous learning activities, the effectiveness of questioning, the waiting time and answering methods of teachers, the teachers' guidance to students' mistakes in classroom teaching, the distribution of teachers' call answer opportunities, and the use of teaching aids. The author uses Excel table to make statistics and analysis of observation data. The results show that the present situation of physics classroom in junior high school is that the teacher is still the main teacher in the class, and the teacher's teaching time is about 80.2 students' independent learning activities, which account for the total time of the class. About 98% of the classrooms have students' autonomous learning activities, and the experimental inquiry activities account for the highest proportion of all the autonomous learning activities. Among them, about 15% of the inquiry links were conducted according to the steps given by the teacher. The quality of classroom dialogue was low. The average number of questions in each class was about 60, and the number of self-questions and self-answers accounted for about 9% of the total questions. Memorizing comprehension questions accounted for 74.73, applied analysis questions for 24.23, and evaluation and creation questions for 1.044.The teacher usually waited less than 1 second, with an average of 1.21 seconds. The teacher's method of reasoning and answering was relatively simple, and the most commonly used method of reasoning and answering was repetition of students' answers. Its proportion accounts for 70.73.4 classroom interaction forms tend to be diversified. The utilization rate of PowerPoint courseware is less than 50%. About 18% of the classroom use mobile phone assisted teaching situation. In view of the existing problems in physics classroom teaching in junior high school, the author puts forward some suggestions on how to give appropriate time to students in the class of "1: 1", to give full play to the students' subjective initiative and to improve the quality of questions in the classroom. Pay attention to fairness. 5 make good use of a variety of answer strategies.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2201080
[Abstract]:In the field of educational research, no matter how it develops, it is always inseparable from the "classroom", which is the core and the most primitive topic of education. The quality of classroom teaching determines the quality of the whole teaching. Through consulting a large number of relevant literature, this study finds out some problems that have been criticized in the present situation of physics classroom in junior high school, and summarizes the problems that appear most frequently. However, most of these questions are based on the teacher's experience, or teachers' self-assessment questionnaire, rarely based on the empirical data from classroom observation to come to a conclusion. So the author chose to use the classroom observation method to carry out this study. First, the author designed the observation scale for the problems summarized, and based on the typical class examples, tried out and adjusted the observation scale. Then we use the scale to observe and record the physics classroom of junior high school, and make statistical analysis on the recorded data, describe the typical class examples, and at last describe the present situation of physics classroom in junior high school, and put forward some suggestions for teaching improvement. The subjects include Zhejiang Province, Jiangsu Province, Anhui Province, Jiangxi Province, Hubei Province, Sichuan Province, Shaanxi Province, Shandong Province, Fujian Province, Liaoning Province, Tianjin City. Teaching videos of 44 national junior high school physics selection competitions in 12 provinces and 26 municipal districts of Xinjiang Uygur Autonomous region. The observation scale includes five parts: students' autonomous learning activities, the effectiveness of questioning, the waiting time and answering methods of teachers, the teachers' guidance to students' mistakes in classroom teaching, the distribution of teachers' call answer opportunities, and the use of teaching aids. The author uses Excel table to make statistics and analysis of observation data. The results show that the present situation of physics classroom in junior high school is that the teacher is still the main teacher in the class, and the teacher's teaching time is about 80.2 students' independent learning activities, which account for the total time of the class. About 98% of the classrooms have students' autonomous learning activities, and the experimental inquiry activities account for the highest proportion of all the autonomous learning activities. Among them, about 15% of the inquiry links were conducted according to the steps given by the teacher. The quality of classroom dialogue was low. The average number of questions in each class was about 60, and the number of self-questions and self-answers accounted for about 9% of the total questions. Memorizing comprehension questions accounted for 74.73, applied analysis questions for 24.23, and evaluation and creation questions for 1.044.The teacher usually waited less than 1 second, with an average of 1.21 seconds. The teacher's method of reasoning and answering was relatively simple, and the most commonly used method of reasoning and answering was repetition of students' answers. Its proportion accounts for 70.73.4 classroom interaction forms tend to be diversified. The utilization rate of PowerPoint courseware is less than 50%. About 18% of the classroom use mobile phone assisted teaching situation. In view of the existing problems in physics classroom teaching in junior high school, the author puts forward some suggestions on how to give appropriate time to students in the class of "1: 1", to give full play to the students' subjective initiative and to improve the quality of questions in the classroom. Pay attention to fairness. 5 make good use of a variety of answer strategies.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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