高中物理电磁学部分探究式教学设计的研究

发布时间：2018-09-03 07:12

【摘要】：新课改以来,科学探究成为备受关注的热门词汇,新课标重视让学生在学习过程中经历科学探究,发展自主学习的能力,培养良好的思维习惯,全面提升科学素养。电磁学部分是高中物理的重要内容,由于电磁学部分的许多内容抽象复杂,不易整堂课开展探究活动,所以在平时课时有限的情况下电磁学部分被认为难以开展探究式教学。在电磁学部分,教师更倾向于采取传统教学。事实上在电磁学部分,可以通过探究要素融入的方式,很好地将探究融入到传统教学中,开展探究式教学,促进教学效果的提升,帮助培养学生的科学素养。本研究对高中物理电磁学部分的探究式教学设计进行了如下研究:1.参考探究式教学相关文献及我国教育部制定的物理课程标准,明确探究式教学及新课标提出的探究要素的内涵。2.根据课程标准对高中物理电磁学部分内容进行归类分析,总结不同类型内容通过探究要素融入的方式进行探究式教学设计的策略。3.根据高中物理电磁学部分不同类型内容的特点,对高中物理电磁学部分思维性内容、实验性内容和学科联系社会生活内容设计教学案例并进行案例分析。经过研究得到如下结论:1.探究式教学与传统教学并不冲突对立,通过合理安排融入探究要素的方式,探究式教学可以很好地融入传统教学。2.课程标准中要求的7项科学探究要素,应当根据内容特点及教学需要选择性融入教学过程中,探究式教学并不是探究要素越多越全面就越好。3.根据课程标准的要求,高中物理电磁学部分可以根据内容特点归类为高中物理电磁学部分思维性内容、实验性内容和学科联系社会生活内容三大类,每类内容的探究式教学设计应根据内容特点选用适宜的探究式教学设计策略。高中物理电磁学部分的探究式教学可以根据内容特点选择不同的教学设计策略,有选择地合理恰当地安排融入探究要素。思维性内容部分在课堂时间有限可通过教师演示或讲解等方式提供证据,重点融入提出问题、猜想与假设、分析与论证及评估等探究要素。实验性内容可根据需要,重点突出制定计划与设计实验、进行实验与收集证据、分析与论证以及交流与合作等探究要素,锻炼学生操作能力和收集数据能力。学科联系社会生活内容可以根据内容需要重点突出提出问题、猜想与假设、评估及交流与合作等要素,锻炼学生将物理知识联系社会生活的发散性思维。
[Abstract]:Since the reform of the new curriculum, scientific inquiry has become a hot word of great concern. The new curriculum standard attaches importance to making students experience scientific inquiry in the process of learning, developing the ability of independent learning, cultivating good thinking habits, and promoting scientific literacy in an all-round way. The part of electromagnetism is an important part of physics in senior high school. Because many of the contents of electromagnetism are abstract and complex, it is not easy to carry out inquiry activities in the whole class, so the part of electromagnetism is considered to be difficult to carry out inquiry teaching under the condition of limited class hours. In the electromagnetism section, teachers tend to adopt traditional teaching. In fact, in the part of electromagnetism, we can integrate inquiry into traditional teaching, develop inquiry teaching, promote teaching effect and help to cultivate students' scientific literacy. This research has carried on the following research: 1: 1 to the inquiry teaching design of the high school physics electromagnetism part. Referring to the relevant literature of inquiry teaching and the physics curriculum standard formulated by the Ministry of Education of our country, it is clear that the connotation of the inquiry elements proposed by the inquiry teaching and the new curriculum standard. According to the curriculum standards, this paper classifies and analyzes the contents of physics electromagnetism in senior high school, and summarizes the strategies of exploring teaching design by integrating different types of contents into the inquiry elements. According to the characteristics of different types of high school physics electromagnetics, this paper designs and analyzes the teaching cases of some thinking content, experimental content and subject connection with social life content in physics electromagnetism in senior high school. After studying the following conclusion: 1. There is no conflict between inquiry teaching and traditional teaching. Through reasonable arrangement of inquiry elements, inquiry teaching can be well integrated into traditional teaching. The seven scientific inquiry elements required in the curriculum standard should be selectively integrated into the teaching process according to the characteristics of the content and the teaching needs. The inquiry teaching is not the more inquiry elements the more comprehensive the better. According to the requirements of curriculum standards, the high school physics electromagnetics part can be classified into three categories according to the characteristics of the content: part of thinking content of physics electromagnetism in senior high school, experimental content and subject connection with social life. The inquiry teaching design of each kind of content should choose the appropriate inquiry teaching design strategy according to the content characteristic. In the part of physics electromagnetism in senior high school, the inquiry teaching can choose different teaching design strategies according to the characteristics of the content, and arrange the inquiry elements properly and selectively. In the limited classroom time, the thinking content can provide evidence by means of teacher demonstration or explanation, and focus on questions, conjectures and hypotheses, analysis and argumentation, evaluation and so on. According to the need, the experimental content can focus on making plans and designing experiments, conducting experiments and collecting evidence, analyzing and demonstrating, communicating and cooperating, and so on, so as to train students' ability to operate and collect data. According to the needs of the subject, the contents of social life can put forward problems, conjecture and hypotheses, evaluate and communicate and cooperate so as to train students' divergent thinking of connecting physics knowledge with social life.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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