高中物理概念教学中教师教学行为的调查研究

发布时间：2018-03-13 08:23

本文选题：高中物理　切入点：概念教学　出处：《西北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师的教学行为是影响课堂教学效果的主要因素,而在新课改全面深入的今天,很多课堂的教学效果仍然不太理想,究其原因主要是教师对自己的教学行为以及对教学的影响缺乏理论上的认识。因此,有必要对教师的教学行为进行研究。本研究用“高中物理概念教学中教师教学行为的调查问卷”为调查工具,调查了当前高中物理概念教学中教师教学行为的基本状况。对调查所得的数据进行统计和分析后发现,教师在课堂教学行为方面有很多值得肯定的做法,同时也存在不少的问题。好的方面主要有:在高中物理概念教学中教师的课堂教学行为与过去相比已经取得了很大的进步,被调查的大部分教师在教学实践中能对自身的教学行为灵活处理,对学生能进行及时地引导和激励,尽可能地提高学生学习物理的兴趣;在创设课堂情境时,教师主动地与学生互动、交流并给予指导,以此拉近师生关系,营造和谐的课堂氛围,使物理概念的教学更加有效。存在的问题主要有七个方面:大多数教师在概念教学中没有注意学生已有的“前概念”;对概念定义中的关键字、词没有咬文嚼字的解释;对于部分概念从物理学史方面的介绍还不够;形成物理概念的方法缺乏针对性;对物理概念与数学表达的区分还不够;对于部分概念缺乏从学生的感性角度去描述;对于有些概念的教学还不够系统化。本研究针对调查后发现的教师教学行为方面的问题,结合教学理论进行了一定的探讨,从高中物理概念教学的五个阶段提出了具体的教学行为设计或实施建议,并通过实例进行了必要讨论。本研究提出的建议,以期待对一线教师的高中物理概念教学起到积极的借鉴和参考作用。
[Abstract]:The teacher's teaching behavior is the main factor which affects the classroom teaching effect, but in the new curriculum reform thorough today, many classroom teaching effect is still not very ideal, The main reason is that teachers lack theoretical understanding of their own teaching behavior and their influence on teaching. It is necessary to study teachers' teaching behavior. This paper investigates the basic situation of teachers' teaching behavior in physics concept teaching in senior high school at present. After statistics and analysis of the data obtained from the investigation, it is found that teachers have many positive practices in classroom teaching behavior. At the same time, there are also many problems. The good aspects are: teachers' classroom teaching behavior in physics concept teaching in senior high school has made great progress compared with the past. Most of the teachers surveyed can handle their own teaching behavior flexibly, guide and motivate the students in time, and increase the students' interest in learning physics as much as possible. Teachers take the initiative to interact with students, communicate and give guidance, so as to close the teacher-student relationship and create a harmonious classroom atmosphere. There are seven main problems: most teachers fail to pay attention to the "pre-concept" existing by students in concept teaching, the key words in the definition of concept are not interpreted in words and words. The introduction of some concepts from the history of physics is not enough; the method of forming physical concepts lacks pertinence; the distinction between physical concepts and mathematical expressions is not enough; the partial concepts are not described from the students' perceptual point of view. The teaching of some concepts is not systematic enough. This study aims at the problems of teachers' teaching behavior found after the investigation, and discusses the teaching theory. From the five stages of physics concept teaching in senior high school, the author puts forward some concrete suggestions on the design or implementation of teaching behavior, and makes some necessary discussions through examples. In order to look forward to the first-line teachers of high school physics concept teaching play a positive reference and reference role.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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