初中物理教学中培养学生形象思维能力的研究
发布时间：2018-11-25 14:33
【摘要】：中学生感觉物理难学,导致对物理学习失去了兴趣,丧失了学习物理的好奇心与求知欲；部分学生看似上课已经掌握了所学的理论知识,但通常不能把所学的知识灵活运用到实际生产生活中去解决问题。这在很大程度上与我们平常教学中不重视形象思维能力的训练有关,要改善这一局面,就要在物理教学中加强形象思维能力的训练,把形象思维贯穿在教学过程的各个环节中。形象思维的过程是思维主体感知客观事物的形象,并经过由表及里的概括加工之后建构意向系统的过程,它的形象性、直觉性、非逻辑性、整体性等特征要求我们通过真实的情境、图形、图像、声音等去感知事物的运动变化。物理学是以观察、实验为基础,学习物理需要学生在头脑中建立起物质结构和特定条件下的物理现象、过程等表象,会利用物理形象进行思维,从而把真实的情境和物理学的文字表述、抽象的物理概念、规律等联系起来。这样有利于对问题进行正确地分析、推理和判断。因而,要提高物理教学质量,必须培养学生的形象思维能力。本论文的研究做了以下工作,首先,在大量文献研究的基础上,较为系统和深入地分析了物理形象思维的相关理论。其次,在理论研究的基础上,主要探讨了形象思维在物理概念、物理规律、物理习题教学中的重要性。最后,基于物理教学中有关形象思维能力的培养现状,提出培养中学生形象思维能力的4条有效教学策略即：(1)丰富物理表象库,培养形象思维能力。即创设有趣的物理情境、科学的观察、多媒体展示、鼓励学生实验等方法,让学生建立丰富的表象库；(2)加强图形教学,培养形象思维能力。即通过在课堂中加强物理模型和图形教学；(3)强化联想、想象训练,发展形象思维能力。 即通过建立正确的物理思维、采用类比、联想等方法发展形象思维能力； (4)培养学生养成正确的思维习惯。在物理概念、规律的形成中及物理解题中重视形象思维能力的应用。在理论研究的基础上,作者在深圳市沙井中学初二年级两个班进行了为期一学期的实践。实践表明,形象思维策略的实施,不仅激发了学生对物理学习的兴趣,而且验证了策略的有效性和可操作性。
[Abstract]:Middle school students feel that physics is difficult to learn, resulting in the loss of interest in physics learning, the loss of learning physics curiosity and curiosity; Some students seem to have mastered the theoretical knowledge they have learned in class, but they are usually unable to flexibly apply the knowledge they have learned to solve problems in practical production and life. To a great extent, this is related to the fact that we do not attach great importance to the training of the ability of thinking in images in our ordinary teaching. In order to improve this situation, we must strengthen the training of the ability of thinking in images in the teaching of physics, and let the thinking of images run through every link in the teaching process. The process of image thinking is the process that the subject of thinking perceives the image of the objective thing, and constructs the intention system after the generalization and processing from the surface to the inside. It is visualized, intuitive and illogical. Integrity and other features require us to perceive the movement of things through real situations, graphics, images, sounds and so on. Physics is based on observation and experiment. Learning physics requires students to set up physical structures in their minds and physical phenomena and processes under certain conditions. They can use physical images to think. In this way, the real situation is associated with the written expression of physics, abstract physical concepts, laws and so on. This is conducive to correct analysis, reasoning and judgment of the problem. Therefore, in order to improve the quality of physics teaching, we must cultivate the students' ability of thinking in images. The main work of this paper is as follows: firstly, based on a large number of literature studies, the related theories of physical image thinking are systematically and deeply analyzed. Secondly, on the basis of theoretical research, this paper mainly discusses the importance of image thinking in the teaching of physical concepts, physical laws and physical exercises. Finally, based on the current situation of cultivating the ability of thinking in images in physics teaching, four effective teaching strategies are put forward: (1) enriching the physical representation database and cultivating the ability of thinking in images. That is to create interesting physical situation, scientific observation, multimedia display, encourage students to experiment and other methods, let students establish rich representation database; (2) strengthen graphics teaching, cultivate the ability of thinking in images. That is, to strengthen the teaching of physical models and graphics in the classroom; (3) to strengthen association, imagination training, and develop the ability of thinking in images. That is to say, through establishing correct physical thinking, using analogy, association and other methods to develop the ability of thinking in images; (4) to cultivate students to form correct thinking habits. In the formation of physical concepts and laws, attention is paid to the application of the ability of thinking in images. On the basis of theoretical research, the author carried out the practice for one semester in two classes of Grade 2 of Shajing Middle School in Shenzhen. The practice shows that the implementation of image thinking strategy not only stimulates the students' interest in physics learning, but also verifies the effectiveness and operability of the strategy.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
本文编号：2356450
[Abstract]:Middle school students feel that physics is difficult to learn, resulting in the loss of interest in physics learning, the loss of learning physics curiosity and curiosity; Some students seem to have mastered the theoretical knowledge they have learned in class, but they are usually unable to flexibly apply the knowledge they have learned to solve problems in practical production and life. To a great extent, this is related to the fact that we do not attach great importance to the training of the ability of thinking in images in our ordinary teaching. In order to improve this situation, we must strengthen the training of the ability of thinking in images in the teaching of physics, and let the thinking of images run through every link in the teaching process. The process of image thinking is the process that the subject of thinking perceives the image of the objective thing, and constructs the intention system after the generalization and processing from the surface to the inside. It is visualized, intuitive and illogical. Integrity and other features require us to perceive the movement of things through real situations, graphics, images, sounds and so on. Physics is based on observation and experiment. Learning physics requires students to set up physical structures in their minds and physical phenomena and processes under certain conditions. They can use physical images to think. In this way, the real situation is associated with the written expression of physics, abstract physical concepts, laws and so on. This is conducive to correct analysis, reasoning and judgment of the problem. Therefore, in order to improve the quality of physics teaching, we must cultivate the students' ability of thinking in images. The main work of this paper is as follows: firstly, based on a large number of literature studies, the related theories of physical image thinking are systematically and deeply analyzed. Secondly, on the basis of theoretical research, this paper mainly discusses the importance of image thinking in the teaching of physical concepts, physical laws and physical exercises. Finally, based on the current situation of cultivating the ability of thinking in images in physics teaching, four effective teaching strategies are put forward: (1) enriching the physical representation database and cultivating the ability of thinking in images. That is to create interesting physical situation, scientific observation, multimedia display, encourage students to experiment and other methods, let students establish rich representation database; (2) strengthen graphics teaching, cultivate the ability of thinking in images. That is, to strengthen the teaching of physical models and graphics in the classroom; (3) to strengthen association, imagination training, and develop the ability of thinking in images. That is to say, through establishing correct physical thinking, using analogy, association and other methods to develop the ability of thinking in images; (4) to cultivate students to form correct thinking habits. In the formation of physical concepts and laws, attention is paid to the application of the ability of thinking in images. On the basis of theoretical research, the author carried out the practice for one semester in two classes of Grade 2 of Shajing Middle School in Shenzhen. The practice shows that the implementation of image thinking strategy not only stimulates the students' interest in physics learning, but also verifies the effectiveness and operability of the strategy.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
【引证文献】
相关会议论文 前1条
1 杨春鼎;;形象思维的环节和过程[A];中国思维科学研究论文选2011年专辑[C];2012年
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