基于前概念转变优化初中力学教学的实践研究

发布时间：2018-05-30 01:10

本文选题：前概念 + 初中物理　；参考：《陕西师范大学》2015年硕士论文

【摘要】：在初中物理概念教学过程中,教师如果忽视学生头脑中的前概念进行教学,将导致学生不仅无法真正的掌握新知识,还会出现新旧概念的认知冲突。因此,进行有效概念教学的关键就是帮助学生纠正头脑中的前概念,进而正确理解物理概念。本文在概念转变理论和认知心理学学习理论的指导下,选取人教版八年级物理下册力学部分中的三个概念：“力的作用是相互的”“力和运动的关系”惯性”为研究内容并将笔者在顶岗实习期间所带的深圳市沙井中学八年级的两个平行班作为研究对象进行实践研究。主要研究如下：1.在确定研究对象和内容后,用前测试题来探测学生头脑的前概念,并对测试结果进行分析,在此基础上运用概念转变的教学策略进行教学设计、在认知学习理论的指导下分析学情并实施教学。2.在教学实施过程中,笔者在实验班重视学生的前概念转变而有针对性的进行教学,在对照班实施注重反复强调知识的教学。课堂教学完毕后,立即对实验班和对照班的学生分别进行及时后测以了解两个班的“前概念”转变情况,从而比较不同教学法的效果。过一段时间后,再对学生进行延迟后测,以分析学生对“前概念”转变的彻底程度。3.研究发现,课堂教学前后部分学生的前概念并没有发生大的改变,这说明课堂教学的概念转变对一部分学生不会起到明显的作用,这就暴露出现行科学概念教学的低效性和局限性。为有效提高部分学生对物理概念的学习成绩,笔者尝试利用微视频的教学手段来帮助学生有效转变前概念。通过比较国内外微视频制作模式的利弊,笔者决定模仿“可汗学院”的录制模式,通过个案分析法,对微视频教学手段在前概念转变教学中的应用进行实践探索,以寻找一套在信息技术环境下实现概念转变的有效教学方法。本论文的主要研究结果为：1.注重前概念转变的教学方法有助于提高物理学习成绩。笔者认为,主要原因是在实验班的教学过程中,教师注重引导学生看到自己的想法与事实不符,产生矛盾后再揭示错误的原因,进而呈现出科学概念。2.通过对问卷调查所得的数据进行纵向对比分析能够得到,同样是实验班的学生,从后测和延迟后测的结果来看依旧存在很大的差异。这就说明应用前概念转变教学方法实施教学,其教学效果受学生原有学习状况的限制,如学生自身的学习习惯、态度和所用的学习方法等。3.本文研究表明,学生头脑中的前概念是学生感觉物理难学的主要原因。因此教师应积极主动的通过问卷、访谈、画图法以及其他有效的方法获得并清楚地的了解学生对所学内容的前概念,特别是相关知识点的前概念,充分利用多种教学手段和明显的实验现象引发学生的认知冲突、引导学生对已有知识和新知识间进行建构。4.微视频教学手段有助于学生进行个性化学习,帮助其对知识点进行查缺补漏。这是由于微视频的录制内容主要是以由易到难的进阶方式互相衔接。这样学习者就可以在自主学习的过程中对所学知识内容进行追溯,为可以退回到上一个知识点的学习提供了可能。当然,单纯的在线学习对于初中生来说是一种理想状态,因为学生还没有形成在线自主学习的习惯,面授和在线学习相结合的方式比较适合现阶段的学生。
[Abstract]:In the course of physics concept teaching in junior middle school, if teachers ignore the preconceptions in the mind of students, it will lead to the students not only to master the new knowledge, but also to the cognitive conflict of the new and old concepts. Therefore, the key to the teaching of effective concepts is to help the students to correct the preconceptions in the mind and then to understand the physics correctly. Under the guidance of the theory of conceptual change and the theory of cognitive psychology, this paper selects three concepts in the mechanical part of the physical book of eight grades in the human teaching edition: "the effect of force is mutual" "the relationship between force and movement" as the research content and the grade eight of Sha Jing middle school in Shenzhen. Two parallel classes are studied in practice. The main research is as follows: 1. after determining the object and content of the study, the former test questions are used to detect the pre concept of the students' mind, and the test results are analyzed. On the basis of this, the teaching strategy of concept transformation is applied to the teaching design. Under the guidance of the cognitive learning theory, it is analyzed. In the process of learning and implementing teaching.2., in the course of teaching implementation, the author pays attention to the change of the former concept of the students in the experimental class and the teaching in the control class. In the control class, the author pays attention to the teaching of knowledge again and again. After the class teaching is finished, the students in the experimental class and the control class are immediately tested to understand the "pre concept" of the two classes. "Change the situation to compare the effects of different teaching methods. After a period of time, the students' postponement is delayed to analyze the students' thorough.3. research on the" pre concept "transformation. It is found that the pre concept of some students before and after classroom teaching has not changed greatly, which shows that the concept of classroom teaching is changed to some students. It will not play an obvious role, which exposes the inefficiencies and limitations of the teaching of scientific concept. In order to effectively improve the students' academic performance on the concept of physics, the author tries to use the teaching means of micro video to help the students to effectively change the concept of the former. By comparing the advantages and disadvantages of the micro video production model at home and abroad, the author decides to imitate. The recording mode of Khan college, through the case analysis, explores the application of micro video teaching methods in the former concept transformation teaching, in order to find an effective teaching method to realize the concept transformation under the information technology environment. The main research results of this paper are as follows: 1. the teaching method of the change of the former concept is helpful to the teaching method of the former concept. In the author's opinion, the main reason is that in the teaching process of the experimental class, the teacher pays attention to guiding the students to see their own ideas and facts, and then reveals the reasons for the mistakes, and then presents a scientific concept.2. that can be obtained through the longitudinal contrast analysis of the data obtained from the questionnaire survey. There are still great differences between the students in the experimental class and the results of posttest and delayed post test. This shows that the teaching effect of the pre application concept transformation teaching method is limited by the original learning conditions of the students, such as the students' own learning habits, attitudes and methods of learning, and so on. The.3. study shows that the students' mind is in the mind. The former concept is the main reason why students feel difficult to learn physics. Therefore, teachers should actively take the initiative through questionnaires, interviews, drawing methods and other effective methods to get and understand the students' pre concept of the content, especially the concepts of the relevant knowledge points, and make full use of various teaching methods and obvious experimental phenomena. The cognitive conflict of students, guiding students to construct.4. micro video teaching methods between the existing knowledge and the new knowledge helps the students to carry out personalized learning and help them to find out the missing knowledge points. This is because the recording content of the micro video is mainly connected by the easy to the difficult advanced formula. So the learner can be independent. In the course of learning, it can be traced back to the content of the knowledge that can be returned to the previous knowledge point. Of course, the simple online learning is an ideal state for the junior high school students, because the students have not formed the habit of online autonomous learning. The combination of face teaching and online learning is more suitable for the present stage. Students.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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