人教版初中物理教科书中生活化内容的研究

发布时间：2018-06-08 00:34

本文选题：生活化 + 初中物理　；参考：《河南师范大学》2015年硕士论文

【摘要】：物理学是一门自然科学,它与我们的生活息息相关。教科书生活化已成为基础教育改革中的一个重要理念。在我国初中物理教学改革中,也明确将生活化的理念体现在义务教育物理课程标准和初中物理教科书中。研究初中物理教科书中生活化内容类别和呈现方式的特点,有助于改进教科书的编写,加深教师对生活化课程理念的理解,充分发挥教科书在教学实践中的作用,进而提升教师教学质量。本文以人民教育出版社《义务教育课程标准实验教科书——物理》(八年级上下册、九年级全册)为研究对象,在研究教科书及相关文献的基础上,把教科书中生活化内容分为自然类、衣类等九种类别和插图、实验等十一个板块。运用内容分析法,对教科书中生活化内容进行量化统计,同时,通过对人教版与北师版部分相同章节中生活化内容的对比分析,了解人教版中体现的生活化程度及呈现方式,并发现其存在的问题。选取濮阳市清丰县实验中学和马村乡初级中学的200名学生进行问卷调查,以了解当前学生学习人教版教科书生活化内容的现状。通过数据统计、比较及问卷调查研究,本文得出如下结论：由类别统计得出,人教版初中物理教科书中出现生活化内容总数为616次。其中“科技”类在九种类别中占比例最多,为28.57%,然后是“行”类,占总数的15.42%。其次是“住”类,占总数的13.64%。说明教科书中比较注重物理与科技发展的相互联系。二、由呈现方式统计得出,生活化内容在插图中出现的最多,为3,46次,然后是正文中,为186次,其次是动手动脑学物理中。说明教科书在一定程度上重视插图的应用,重视培养学生把物理知识应用到生活中的能力。三、根据与北师版的对比,发现人教版中的不足之处。类别统计中北师版八年级上册中出现的生活化内容为217次,比人教版中多20次。相差最大的是“科技”类,北师版中比人教版多21次,二者相比人教版中的内容较简略。其次是“行”类,北师版中比人教版多9次,且北师版中部分内容更贴近学生生活。呈现方式统计中,北师版插图中生活化内容比人教版中多25次,二者相比北师版中的插图更丰富。四、问卷调查发现,很大一部分学生对书中的生活化内容较感兴趣,但能把知识与生活结合的能力不强,对于学习书中该部分内容的主动意识也不强,学习的途径主要集中在课堂上等。在上述统计调查结果及分析的基础上,本文对改进人教版初中物理教科书生活化内容的编写提出了建议；对教师的教学提出了两个方面的建议：一是教师要灵活运用教科书中的生活化内容；二是教师要提高自身生活与知识相结合的能力,弥补教科书中存在的不足。
[Abstract]:Physics is a natural science, which is closely related to our life. The life of textbooks has become an important idea in the reform of basic education. In the reform of physics teaching in junior high school in our country, the concept of life is clearly embodied in the physics curriculum standard of compulsory education and the physics textbook of junior high school. It is helpful to improve the compilation of textbooks, deepen teachers' understanding of the concept of life curriculum, and give full play to the role of textbooks in teaching practice by studying the characteristics of life content types and presentation methods in junior middle school physics textbooks. And then improve the teaching quality of teachers. In this paper, the experimental textbook of compulsory Education Curriculum Standard-Physics (up and down the eighth grade, the whole book of the ninth grade) is taken as the research object, and on the basis of the study of the textbooks and related documents, The contents of life in textbooks are divided into nine categories, such as nature, clothing, illustrations and experiments. The content analysis method is used to quantify the content of life in the textbook. At the same time, through the comparison and analysis of the life content in the same chapters of the education edition and the edition of the Northern normal University, the author understands the degree of life and the way of presentation embodied in the edition of people's education. And found its problems. A questionnaire survey was conducted among 200 students from Experimental Middle School and Primary Middle School in Qingfeng County, Puyang City. Through data statistics, comparison and questionnaire investigation, this paper draws the following conclusions: from the category statistics, the total number of life contents in junior middle school physics textbooks is 616 times. Of the nine categories, the "science and technology" category accounted for the largest proportion, 28.57 percent, followed by the "line" category, accounting for 15.42 percent of the total. The next is the "living" category, accounting for 13.64 percent of the total. Explain the relationship between physics and scientific and technological development in textbooks. Second, the statistics of presentation shows that the life content appears most frequently in illustrations, 346 times, then 186 times in the text, followed by hands-on brain physics. It is shown that textbooks attach importance to the application of illustrations to a certain extent and to the cultivation of students' ability to apply physical knowledge to life. Third, according to the comparison with the Beishi version, found the shortcomings in the version. The content of life was 217 times in the first edition of the eighth grade, 20 times more than that in the edition. The biggest difference is the category of "science and technology". Second is the "line" category, the Northern teacher version more than the people version 9 times, and the Northern teacher version of some content closer to student life. In the statistics of presentation, there are 25 times more illustrations in the illustrations of Bei Shi version than in the people's edition, which are more abundant than the illustrations in the Bei Shi edition. Fourth, the questionnaire survey found that a large part of the students are more interested in the content of life in the book, but the ability to combine knowledge with life is not strong, and the active consciousness of learning this part of the book is not strong. The ways of learning are mainly concentrated in the classroom and so on. On the basis of the above statistical investigation results and analysis, this paper puts forward some suggestions on how to improve the compilation of the life content of junior middle school physics textbooks. This paper puts forward two suggestions on the teaching of teachers: one is that teachers should make flexible use of the contents of life in textbooks, the other is that teachers should improve their ability to combine their life and knowledge to make up for the deficiencies in textbooks.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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