喀什市高中物理实验教学管理现状调查研究

发布时间：2018-07-05 20:39

本文选题：高中物理 + 物理实验　；参考：《石河子大学》2015年硕士论文

【摘要】：实验教学管理是在教育教学中与实验教学相关的管理行为。自课改以后的高中物理虽然实施了新的课程标准,但地处新疆南疆的喀什地区,在物理实验教学的模式上,似乎并未有较大改观,实验教学管理相对沿海发达地区也较薄弱。喀什市是喀什地区唯一的县级市,在经济、文化与教育等各个方面都成为喀什地区的典型。要想了解喀什地区的实验教学管理情况,要先对喀什市的高中的实验教学情况进行调查。以期通过调查,了解现状,找到差距,分析研究喀什市高中物理实验教学管理现状,进而提出改进建议,这对于促进喀什市乃至喀什地区的物理教学健康发展具有重大的现实意义,为今后高中物理实验教学改革和开展实验教学研究提供第一手资料,为加强少数民族地区高中物理实验教学管理提供可借鉴的依据,同时对其它地区的物理实验教学管理给予一定的启示。论文主要运用了问卷调查,访谈和实地考察的方法,分析了喀什市4所高中物理实验教学资源配置,实验教学中的现状和存在的问题,对问题及原因进行了逐一剖析,最后提出了改善物理实验教学及管理的对策建议。通过对喀什市物理实验教学资源配置管理情况和喀什市高中物理实验教学管理情况的调查研究,发现喀什市在实施实验教学管理方面存下面的一些问题:1、学校管理者的观念落后,对实验教学资源配置管理存在误区,没有为实验教学提供良好的物质保障,在制度上,没有建立健全各种管理规章制度,在实验教学管理过程中没有形成一种自上而下的管理形式,造成实验教学管理的混乱现状。2、实验管理员职责不够明确,业务能力不强,仅仅是实验室的保管员,在实验教学管理中与一线教师的沟通较少,没有起到良好的辅助作用。3、学校教师对物理实验不重视,虽然教师都承认物理实验在物理教学中有很重要的作用,但在实际的教学管理过程中并没有完全体现物理实验的地位。物理教师重视的是要考查的实验以及重点章节的实验,没有真正的意识到实验的作用与意义。4、大多数学生都喜欢物理实验,但实际上学生的实验积极性并不是很高,物理实验也没有真正发挥出培养学生动手能力,独立思考问题的能力以及探究事物的能力,仅仅是停留在为了做实验而做,使设置实验课的目的与学生的收获之间偏差太大,没有让实验朝着学生喜欢的“探究性”方向发展。5、在实际的实验教学中,探究性实验少,验证性实验多,教师对实验教学的管理观念与新课改中的要求存在偏差。学生没有掌握学习实验的一般方法和程序,预习只是停留在把实验看一遍,实验结束后,不能写出完整的实验报告,对于实验教学只是浮于表面的实验步骤和注意事项,使实验也失去了应有的实际意义。
[Abstract]:The experimental teaching management is the management behavior related to the experiment teaching in the education and teaching. Although the high school physics after the curriculum reform has implemented the new curriculum standard, it is located in the Kashi area of Xinjiang South Xinjiang, it seems that there is no great improvement in the model of physics experiment teaching, and the experimental teaching management is relatively weak in the coastal developed areas. The city is the only county-level city in Kashi area, which has become the representative of Kashi area in all aspects of economy, culture and education. To understand the experimental teaching management in Kashi area, we should first investigate the experimental teaching situation of the high school in Kashi, in order to find out the present situation, find the gap and analyze and study the high school things in Kashi. It is of great practical significance to promote the healthy development of Physics Teaching in Kashi and Kashi area. It provides first-hand information for the reform of physics experiment teaching and experimental teaching in the future and the management of physical experiment teaching in high school in minority areas. It provides a reference for reference, and gives some enlightenment to the physical experiment teaching management in other areas. This paper mainly uses the methods of questionnaire survey, interview and field investigation to analyze the allocation of physical experiment teaching resources in 4 high schools in Kashi, the present situation and existing problems in the experimental teaching, and analyze the problems and reasons one by one. At last, some suggestions are put forward to improve the teaching and management of physics experiment. Through the investigation and study of the situation of the physical experiment teaching resources allocation and management in Kashi and the situation of the high school physics experiment teaching in Kashi City, we find some problems in the implementation of experimental teaching management in Kashi: 1, the concept of school administrators is backward, There are misunderstandings in the allocation and management of experimental teaching resources. There is no good material guarantee for experimental teaching. In the system, there is no establishment and improvement of various management rules and regulations. In the process of experimental teaching management, there is no form of top-down management form in the process of experimental teaching management, resulting in the chaotic status of the experimental teaching management.2, and the responsibilities of the experimental administrators are not clear enough. The business ability is not strong, only the laboratory keeper, in the experimental teaching management and the communication with the front-line teachers less, did not play a good auxiliary role.3, school teachers do not attach importance to the physics experiment, although teachers admit that physics experiments have a very important role in physics teaching, but in the actual process of teaching management, there is no It fully embodies the status of the physics experiment. The physics teacher pays attention to the experiment and the experiment in the key chapters. There is no real awareness of the effect and significance of the experiment.4, most of the students like the physics experiment, but in fact, the enthusiasm of the students is not very high, and the physical experiment does not really give full play to the training of the students. Ability, the ability to think independently and the ability to explore things, is only to stay in order to do experiments, so that the purpose of setting up the experiment course is too big between the students and the students. It does not allow the experiment to develop the.5 in the direction of "inquiry" that the students like. In the actual experiment teaching, there are few exploratory experiments and more verifying experiments. There is a deviation between the teachers' management concept of experimental teaching and the requirements in the new curriculum reform. The students do not master the general methods and procedures of the experiment. The preview only stays in the experiment. After the experiment, the complete experimental report can not be written. The experiment teaching is only the surface experimental steps and matters of attention, so that the experiment is also made. Lose the real meaning of it.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

【参考文献】