高中物理人教版和教科版教材特点的比较与实践研究

发布时间：2018-02-12 19:39

本文关键词： 课程标准物理教材力学比较研究同课异构教学策略　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课程改革期间各种教材不断涌现打破了以前“一纲一本”的教材局面,新教材也需要在各种检验中不断完善,教材的比较研究就发挥这一功能。同一层次不同版本的教材比较分析它们的差异和优缺点,对教师的实际教学也有所帮助。教材的比较分析可以帮助教师理解教材,理解课程改革的精髓,帮助教师去把握课标教材的特点,更新和完善教学素材从而更好地进行教学。论文分为三部分:首先是物理教学大纲与课程标准的对比解读,再是教材文本的比较分析包括大纲教材与课标教材的纵向比较以及两版课标教材的横向比较。比较它们在编排结构、栏目设置、图像设置、物理概念规律、实验等呈现方式上的不同,发掘课标教材的表现特色、优缺点,在教材使用中可以取长补短相互补充。最后,完成课题期间我花了四个多月的时间参与到中学教学中,了解两版课标教材在教学中的使用情况,论文结合教学实践案例分析课标教材的教学适用性,并通过实地走访反馈师生们在教材使用中出现的一些问题并针对性地提出几点对策。结论部分:相对大纲教材,课标教材更关注“人”的发展,教材活动设计关注学生的学,注重引导学生的物理思维。课标教材提倡一些新教学模式,自主学习、小组合作、探究式教学等,培养学生的自主学习和探究能力。在知识内容上课标教材更具有选择性、时代性的特点,但知识的基础性、表述的准确性以及教学适用性还体现得不够。人教版、教科版课标教材比较发现,第一,两版课标教材都不同程度地反映了课标要求,在课标体现方式上存在一些差异。教科版教材较为直接地提出课程理念,人教版在理念的体现上更内隐一些。第二,两版教材都注重学生能力的培养,关注学生学习过程,但侧重点有所不同。教科版更偏向于科学探究,人教版偏向于引导学生自主学习。第三,两版教材各有优缺点,在知识呈现方式和难度设置上都有可改进和相互借鉴的地方。两版教材力学模块没有太大差异,斜抛运动、极限问题、弹性势能的表示等内容的增加反而加大了教学难度和学生学业负担,也违背了教育改革的初衷。课标教材存在的部分教学问题:第一,教材体现了选择性但学生没有选择权。第二,教材在部分教学活动的设计上不适应实际教学,教学效率不高,教学素材体现了时代性但脱离实际教学。第三,教材中对个别物理概念表述时用词不够精确,影响学生对知识的理解。针对以上问题论文提出了一些教学对策,期望对实际教学有所帮助和启发。
[Abstract]:During the curriculum reform of various textbooks constantly broke the previous "one key link" teaching situation, the new teaching material also needs to be improved in various tests, a comparative study on the textbooks of the play. The function of different versions of the textbooks and compares their differences and advantages and disadvantages, the practical teaching of Teachers has help. Comparative analysis of teaching materials can help teachers understand the textbook, understand the essence of the curriculum reform, help teachers to grasp the characteristics of the new materials, update and improve the teaching materials so as to better carry out teaching. The thesis is divided into three parts: the first is the comparison of Physics Teaching syllabus and curriculum standards, then comparison comparative analysis of longitudinal comparison including the outline of teaching materials and curriculum teaching materials, two edition textbooks textbook. Compare them in the layout structure, column setting, image setting, physical concept of law, The presentation of the different textbooks to explore the performance characteristics, advantages and disadvantages in the use of teaching materials can complement each other and complement each other. Finally, finish the project period I spent more than four months of time to participate in the teaching of middle school, to understand the use of the two edition of the standard textbooks in teaching, teaching with the application case analysis of teaching practice curriculum materials, and some of the problems of teachers and students visited feedback in the textbooks in use and put forward some countermeasures. The conclusion part: the relative syllabus textbooks, textbooks are more concerned about "human" development, teaching activities design concerned about students, pay attention to guide students thinking in physics. Some of the new curriculum advocates the teaching mode, autonomous learning, cooperative, inquiry teaching, cultivating students' autonomous learning and inquiry ability. In the knowledge content of textbooks is selected Optional, characteristics of the times, but the basic knowledge, the accuracy and applicability of the formulation of teaching is embodied enough. Peph, education science curriculum standard textbook comparison, first, second edition textbooks are different extent reflect the curriculum requirements, there are some differences in curriculum reflects the way. Science Edition more directly presented curriculum, PEP in the concept of more implicit. The second, second versions are focused on the ability of the students, pay attention to students' learning process, but the focus is different. UNESCO version in favor of scientific inquiry, tend to guide students' autonomous learning pep. The third, second versions have there are advantages and disadvantages, in the knowledge representation can be improved and to learn from each other and difficulty settings. There is not much difference between the two versions of mechanical module, projectile motion, limit, elastic energy said content increased With the increased difficulty of teaching and students' academic burden, also contrary to the original intention of the education reform. Some problems in teaching textbooks are: first, the textbook reflects the selectivity but the students have no choice. Second, teaching materials are not adapt to the actual teaching in the design of the teaching activity, the teaching efficiency is not high, the teaching material reflects the times but from the actual teaching. Third, teaching materials on the individual physical concept of words is not accurate enough, affect students' understanding of knowledge. In view of the above problems, the paper puts forward some teaching countermeasures, hope to help and inspire the teaching practice.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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