小组合作学习应用于初中物理教学的行动研究

发布时间：2018-08-13 15:39

【摘要】：小组合作学习是目前许多国家都采用的一种具有时效性的教学模式。在我国的课程改革中,自主学习、小组合作学习、探究学习成为新课程倡导的三大主要的学习方式。本文旨在研究初中物理教学中应用小组合作学习的方式提高学生物理科学素养的可行性及如何提高运用小组合作学习方式教学的实效性,立足于自身课堂教学实践,寻找课堂中使用小组合作学习的方式存在的误区,分析原因并探求解决问题的途径和方法,真正把小组合作学习的价值承诺和基本诉求落实到教学实践中。本文采用行动研究的方法,研究探讨初中物理教师如何最大限度地发挥小组合作学习方式在初中物理教学中的实效性。本文包括五部分。第一部分,分析国内外对小组合作学习方式的研究现状。第二部分,通过课堂观察、问卷调查以及访谈的形式发现在实施小组合作学习过程中存在的问题,选定本人所任教的两个物理水平相当且学生素质差异不大的班级作为研究对象,选择合适的研究工具,制定小组合作学习行动研究的计划。第三部分,按计划在教学中实施小组合作学习,不断发现问题,并针对发现的问题及时调整行动策略,进行新一轮研究。包括把学生合理分组、选择恰当的时机进行小组合作学习、选择恰当的问题进行小组合作学习、合理安排课堂时间、制定合理的评价机制等。第四部分,分别从教学成绩、调查问卷、学生访谈结果等方面对研究结果进行分析与总结。通过对小组合作学习方式实施前后学生物理成绩的对比发现这种方式能显著提高学生的学习成绩,并且统计学中t检验结果也显示差异显著。通过从物理知识维度、学生能力维度、情感态度价值观维度的分析,和研究前中后三次的访谈结果以及研究前后两次调查问卷都显示出明显的变化。显示小组合作学习激发了学生的学习动机,创设了和谐的师生关系。第五部分,通过本研究发现小组的合理划分、建设是前提,加强学生的合作技能是保障,合理选择学习内容是途径,教师的素质是关键,培养学生的能力是目的。另外还从行动研究的启示、研究中出现的问题等方面进行反思并提出进一步研究的建议。本文的研究结果表明:小组合作学习方式在初中物理教学中是可行并且有效的。小组合作学习方式比传统教学方式在初中物理教学中更能激发学生的学习热情,提高学习成绩,充分发挥学生的主观能动性,让学生成为课堂的主人。
[Abstract]:Group cooperative learning is a timely teaching model adopted in many countries. In the course reform of our country, autonomous learning, group cooperative learning and inquiry learning are the three main learning methods advocated by the new curriculum. The purpose of this paper is to study the feasibility of applying group cooperative learning in junior middle school physics teaching to improve students' physics scientific literacy, and how to improve the effectiveness of using group cooperative learning, and to base on their own classroom teaching practice. In order to find out the misunderstandings existing in the use of group cooperative learning in classroom, analyze the reasons and explore the ways and methods to solve the problems, we can truly put the value commitment and basic demands of group cooperative learning into teaching practice. Using the method of action research, this paper discusses how junior high school physics teachers can maximize the effectiveness of group cooperative learning in junior high school physics teaching. This paper includes five parts. The first part, analyzes the domestic and foreign research status of cooperative learning. The second part, through classroom observation, questionnaire survey and interview, find out the problems in the process of group cooperative learning. Two classes with similar physical level and little difference in quality were chosen as the research object, the appropriate research tools were selected, and the plan of group cooperative learning action research was worked out. In the third part, according to the plan, the group cooperative learning is carried out in the teaching process, and the problems are constantly discovered, and the action strategies are adjusted in time to carry out a new round of research. It includes grouping the students reasonably, choosing the right time for group cooperative learning, choosing the right questions for group cooperative learning, arranging the classroom time reasonably, and establishing a reasonable evaluation mechanism, etc. In the fourth part, the research results are analyzed and summarized from teaching achievement, questionnaire and student interview results. Through the comparison of the students' physical scores before and after the implementation of the group cooperative learning style, it is found that this method can significantly improve the students' learning performance, and the results of t test in statistics also show significant differences. Through the analysis of the dimensions of physical knowledge, students' ability, emotional attitude and values, and the results of the interviews before and after the study, and the two questionnaires before and after the study, they all showed obvious changes. It shows that group cooperative learning inspires students' learning motivation and creates harmonious teacher-student relationship. In the fifth part, it is found that the reasonable division and construction of the group is the premise, the strengthening of students' cooperative skills is the guarantee, the rational choice of learning content is the way, the quality of teachers is the key, and the aim is to cultivate students' ability. In addition, it also reflects on the enlightenment of action research and the problems in the study, and puts forward some suggestions for further study. The results show that group cooperative learning is feasible and effective in junior high school physics teaching. Group cooperative learning can stimulate students' enthusiasm in physics teaching, improve their academic achievement, give full play to students' subjective initiative, and make students become masters of the classroom.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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