中学物理实验教学中培养学生迁移能力的研究
发布时间：2019-01-30 11:06
【摘要】：按照教育心理学的定义,迁移指一种学习对另一种学习的影响,学生在学校中所学的知识能灵活的运用到其他情境中是学生具备迁移能力的表现。随着社会逐渐的发展,整个社会上的知识量越来越多,依靠一个人的能力穷其一生也无法将现有的知识全部纳入到个人的头脑中,即使抛开个人对社会上所有知识量的收纳不谈,单就某一领域而言,一个人想要全部掌握该领域的知识,也是不可能的。在这种情况下培养学生的迁移能力,使学生能够将在学校中学习到的有限的知识运用到进一步的学习中或者工作生活中就显得尤为重要了。同样,在物理实验教学中,学生记住所有的物理实验设计是不可能也是没有必要的,学生需要在最基本的物理原理的基础上,举一反三,将之运用于更加复杂的物理情境中,设计出误差更小,缺点更少的实验来验证相关的物理定律或分析相关的物理现象。本文在分析现有研究结果的基础上,以不脱离具体学科的方式来培养学生的迁移能力。本研究的研究过程如下:第一,采用内容分析的方法对现有迁移能力培养的研究结果进行分析,得出现有研究的不足——培养与评估的分离——导致以一个终结性的成绩表现来表明对策的有效性。第二,在迁移学习理论的基础上分析了在物理实验教学可以培养学生迁移能力的原因。第三,确定培养模型。选择动态评估模型作为在物理实验教学中培养学生迁移能力的模型。分析了动态评估的作用机制,能够培养学生的迁移能力的原因,以及结合物理实验教学的实际对动态评估模型中的一种——渐进提示测量模型——进行恰当的修正以便在物理实验教学中实施。第四,以研究现状以及理论基础为依据结合动态评估的内容确定本研究设计实施的原则以及研究材料的选择。第五,选择恰当的研究参与者(被试),来参与研究,并最终将试验结果进行量化,对量化的结果进行分析。同时对学生迁移能力的大小是否发生变化做出判断。第六,指出在本次研究中还存在的不足,对未来的研究提出展望。经过本研究过程,可得出以下结论,在物理实验教学中利用动态评估的手段培养学生的迁移能力是完全可行的,经过本研究过程学生在测试题二中经过中介支持完成任务之后,在测试题三中的表现普遍好于在测试题二中的表现。提示的总量有所下降,提示的级别有所降低。这足以说明学生的迁移能力得到了提高。
[Abstract]:According to the definition of educational psychology, transfer refers to the influence of one kind of learning on another kind of learning. The students can flexibly apply the knowledge they have learned in school to other situations, which shows that the students have the ability to transfer. With the gradual development of society, the whole society has more and more knowledge. Depending on the ability of one person, he is unable to bring all the existing knowledge into the individual's mind in his whole life. It is impossible for a person to master all the knowledge in a given field, even if he does not talk about the inclusion of all the knowledge in the society. In this case, it is very important to cultivate the students' transfer ability so that they can apply the limited knowledge they have learned in school to further study or work life. Similarly, in the teaching of physics experiments, it is impossible and unnecessary for students to remember that all physical experiments are designed, and students need to apply them to more complex physical situations on the basis of the most basic principles of physics. Experiments with smaller errors and fewer shortcomings are designed to verify the relevant laws of physics or analyze related physical phenomena. On the basis of analyzing the existing research results, this paper develops the students' transfer ability in the way of not being separated from specific subjects. The research process of this study is as follows: first, the content analysis method is used to analyze the current research results of migration ability cultivation. A lack of research-the separation of cultivation and evaluation-led to a summative performance to demonstrate the effectiveness of the response. Secondly, on the basis of transfer learning theory, this paper analyzes the reasons why students' transfer ability can be cultivated in physics experiment teaching. Third, determine the training model. The dynamic evaluation model is chosen as the model of cultivating students' transfer ability in physics experiment teaching. This paper analyzes the mechanism of dynamic evaluation and the reasons why students' transfer ability can be cultivated. Combined with the practice of physics experiment teaching, a kind of dynamic evaluation model, the progressive hint measurement model, is modified properly in order to carry out it in physics experiment teaching. Fourthly, based on the research status and the theoretical basis, the principles of the design and implementation of this study and the selection of the research materials are determined based on the content of dynamic evaluation. Fifth, choose the appropriate participants to participate in the study, and finally quantify the results of the experiment, and analyze the quantitative results. At the same time, we judge whether the students' transfer ability changes. Sixth, points out the deficiency in this research, and puts forward the prospect to the future research. Through this research process, we can draw the following conclusion: it is feasible to cultivate students' transfer ability by means of dynamic evaluation in physics experiment teaching. The performance in question 3 is generally better than that in question 2. The total number of cues has decreased and the level of cues has been reduced. This is enough to show that students' ability to transfer has been improved.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
，
本文编号：2418067
[Abstract]:According to the definition of educational psychology, transfer refers to the influence of one kind of learning on another kind of learning. The students can flexibly apply the knowledge they have learned in school to other situations, which shows that the students have the ability to transfer. With the gradual development of society, the whole society has more and more knowledge. Depending on the ability of one person, he is unable to bring all the existing knowledge into the individual's mind in his whole life. It is impossible for a person to master all the knowledge in a given field, even if he does not talk about the inclusion of all the knowledge in the society. In this case, it is very important to cultivate the students' transfer ability so that they can apply the limited knowledge they have learned in school to further study or work life. Similarly, in the teaching of physics experiments, it is impossible and unnecessary for students to remember that all physical experiments are designed, and students need to apply them to more complex physical situations on the basis of the most basic principles of physics. Experiments with smaller errors and fewer shortcomings are designed to verify the relevant laws of physics or analyze related physical phenomena. On the basis of analyzing the existing research results, this paper develops the students' transfer ability in the way of not being separated from specific subjects. The research process of this study is as follows: first, the content analysis method is used to analyze the current research results of migration ability cultivation. A lack of research-the separation of cultivation and evaluation-led to a summative performance to demonstrate the effectiveness of the response. Secondly, on the basis of transfer learning theory, this paper analyzes the reasons why students' transfer ability can be cultivated in physics experiment teaching. Third, determine the training model. The dynamic evaluation model is chosen as the model of cultivating students' transfer ability in physics experiment teaching. This paper analyzes the mechanism of dynamic evaluation and the reasons why students' transfer ability can be cultivated. Combined with the practice of physics experiment teaching, a kind of dynamic evaluation model, the progressive hint measurement model, is modified properly in order to carry out it in physics experiment teaching. Fourthly, based on the research status and the theoretical basis, the principles of the design and implementation of this study and the selection of the research materials are determined based on the content of dynamic evaluation. Fifth, choose the appropriate participants to participate in the study, and finally quantify the results of the experiment, and analyze the quantitative results. At the same time, we judge whether the students' transfer ability changes. Sixth, points out the deficiency in this research, and puts forward the prospect to the future research. Through this research process, we can draw the following conclusion: it is feasible to cultivate students' transfer ability by means of dynamic evaluation in physics experiment teaching. The performance in question 3 is generally better than that in question 2. The total number of cues has decreased and the level of cues has been reduced. This is enough to show that students' ability to transfer has been improved.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
，
本文编号：2418067
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