高中物理多重表征教学的思考与实践初探
发布时间：2018-09-11 06:48
【摘要】：多重表征教学主要是指在多重表征理念的指导下通过不同的手段有意识也系统化地展开教学。利用多重表征教学,有利于降低学生思维梯度,帮助学生整体构建知识体系,提高学生思维品质。本研究首先对多重表征教学进行了理论探讨,将物理中的表征形式分为了六种,并界定了多重表征教学的含义。其次,对高中物理教学体现多重表征的现状进行了调查,统计教材中的表征形式,发现各类表征形式在教材中均有体现；对学生的调查测试结果显示,学生对同一知识的不同表征形式的掌握情况不尽相同；通过教师访谈了解到教师大多有多重表征教学的意识,但缺乏系统地指导。再次,由于多重表征教学用于物理教学的研究与用于数学、化学教学的研究相比甚少,所以在文献研究和调查的结果,本研究提出了高中物理多重表征教学的5条实践原则,对高中物理多重表征教学的内容进行了选择并给出了样例,并归纳了不同课型多重表征教学的实施方法。最后,选取了力学部分的内容采用非常规课堂的模式进行了多重表征教学的实践研究,并在实践后进行了总结和反思。
[Abstract]:Multi-representation teaching mainly refers to teaching consciously and systematically under the guidance of multi-representation concept. The use of multi-representation teaching is helpful to reduce students' thinking gradient, to help students to construct knowledge system as a whole and to improve students' thinking quality. In this study, the teaching of multi-representation is discussed in theory, the forms of representation in physics are divided into six types, and the meaning of multi-representation teaching is defined. Secondly, the present situation of multiple representations in physics teaching in senior high school is investigated. The forms of representation in statistical teaching materials are found to be embodied in teaching materials. Students have different grasp of different forms of representation of the same knowledge; through teacher interviews, we can find out that most teachers have a sense of how to represent teaching, but lack of systematic guidance. Thirdly, because the research of multi-representation teaching in physics teaching is less than that in mathematics and chemistry teaching, so in the result of literature research and investigation, this study puts forward five practical principles of physics multi-representation teaching in senior high school. The content of multi-representation teaching of physics in senior high school is selected and the examples are given, and the implementation methods of multi-representation teaching in different classes are summarized. Finally, the content of the mechanics part is chosen to adopt the unconventional classroom model to carry on the multi-representation teaching practice research, and has carried on the summary and the reflection after the practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
本文编号：2235928
[Abstract]:Multi-representation teaching mainly refers to teaching consciously and systematically under the guidance of multi-representation concept. The use of multi-representation teaching is helpful to reduce students' thinking gradient, to help students to construct knowledge system as a whole and to improve students' thinking quality. In this study, the teaching of multi-representation is discussed in theory, the forms of representation in physics are divided into six types, and the meaning of multi-representation teaching is defined. Secondly, the present situation of multiple representations in physics teaching in senior high school is investigated. The forms of representation in statistical teaching materials are found to be embodied in teaching materials. Students have different grasp of different forms of representation of the same knowledge; through teacher interviews, we can find out that most teachers have a sense of how to represent teaching, but lack of systematic guidance. Thirdly, because the research of multi-representation teaching in physics teaching is less than that in mathematics and chemistry teaching, so in the result of literature research and investigation, this study puts forward five practical principles of physics multi-representation teaching in senior high school. The content of multi-representation teaching of physics in senior high school is selected and the examples are given, and the implementation methods of multi-representation teaching in different classes are summarized. Finally, the content of the mechanics part is chosen to adopt the unconventional classroom model to carry on the multi-representation teaching practice research, and has carried on the summary and the reflection after the practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
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