中外初中物理探究教学案例对比分析研究
发布时间：2019-01-23 16:27
【摘要】：探究教学是世界各国进行科学教育的重要途径,我国新一轮的基础教育课程改革也提倡使用探究教学模式。由于各国文化背景和教育现状存在着巨大差异,探究教学的具体实施过程也不尽相同。对国外探究教学过程进行研究分析,吸取国外先进教学经验,对提升我国探究教学水平有一定的帮助。本文以认知结构理论、有意义学习理论、建构主义学习理论为指导,选取美国、澳大利亚、荷兰、捷克四个国家的初中物理探究教学视频和四节我国教学内容与之相对应的探究教学视频作为研究对象。文章先对各国教学案例的教学过程进行描述,然后从课堂结构和探究过程两方面对教学案例进行定量分析比较。通过对国内外教学案例进行对比分析,各国案例呈现出以下特点：美国的本节探究课堂以学生自主实验探究为主,侧重于培养学生的动手实验能力,注重学生对探究实验过程的体验；澳大利亚的本节探究课堂以师生设置问题情境,提出科学问题,学生进行实验探究为主；荷兰的本节探究课堂以师生共同探究演示实验,归纳总结物理规律为主,侧重于为学生建立系统的知识结构,注重培养学生的逻辑思维能力；捷克本节课以教师讲解演示实验和相关概念,师生问答为主；我国的四个教学案例探究过程较为完整,基本按照“提出问题、猜想与假设、制定计划与设计实验、进行实验与收集证据、分析与论证、评估、交流与合作”的过程来设计。与美国、澳大利亚、荷兰和捷克教学相比,我国课堂教学的知识内容饱满,知识结构体系完善,与生活实际联系紧密,但也暴露出一些个性或共性的问题：教师代替学生提出将要探究的问题,学生只是实验的操作者；学生进行实验时间偏短；教师对学生发现的超出学生已有知识水平或与本节课内容无关的问题视而不见；通过实验数据归纳总结物理规律时未对不符合实验要求的数据进行分析。通过对国内外探究教学案例进行定性描述和定量分析,结合我国初中物理探究教学现状,对我国初中物理探究教学的实施过程提出以下建议：1.精心设计科学性问题；2.在教学过程中体现学生的自主性；3.营造宽松的教学环境；4.培养学生对所做工作进行评估的习惯；5.积极开展课堂探究教学相应的课外拓展。
[Abstract]:Inquiry teaching is an important way to carry out scientific education all over the world, and the new round of basic education curriculum reform in China also advocates the use of inquiry teaching mode. Because of the great differences in cultural background and educational status, the specific implementation process of inquiry teaching is not the same. It is helpful to improve the level of inquiry teaching in our country by studying and analyzing the process of inquiry teaching abroad and absorbing the advanced teaching experience of foreign countries. Under the guidance of cognitive structure theory, meaningful learning theory and constructivist learning theory, this paper selects the United States, Australia, the Netherlands, The video of junior high school physics inquiry teaching in four countries of Czech Republic and the corresponding inquiry teaching video of Chinese teaching content are the objects of study. This paper first describes the teaching process of teaching cases in various countries, and then makes a quantitative analysis and comparison of teaching cases from two aspects: classroom structure and inquiry process. Through the comparative analysis of teaching cases at home and abroad, the cases of various countries show the following characteristics: this section of inquiry classroom in the United States mainly focuses on students' independent experimental inquiry, focusing on the cultivation of students' hands-on experimental ability. Pay attention to the students' experience in the process of inquiry experiment; In this section of the inquiry classroom in Australia, the teachers and students set up the problem situation, put forward the scientific questions, and the students carried on the experiment inquiry mainly; In this section of the inquiry classroom in the Netherlands, teachers and students explore the demonstration experiment together, sum up and summarize the laws of physics, focus on the establishment of systematic knowledge structure for students, and pay attention to the cultivation of students' logical thinking ability. In Czech Republic, teachers explain demonstration experiments and related concepts, and teachers and students give priority to questions and answers. The four teaching case studies in our country are relatively complete and are designed according to the process of "asking questions, conjectures and hypotheses, making plans and designing experiments, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating, communicating and cooperating". Compared with the teaching in the United States, Australia, the Netherlands and the Czech Republic, the classroom teaching in our country is rich in knowledge content, perfect in knowledge structure and closely related to the reality of life. But also exposed some unique or common problems: teachers instead of students put forward the question to be explored, the student is only the operator of the experiment; The experimental time of the students is short; the teachers turn a blind eye to the problems found by the students which are beyond the students' existing knowledge level or have nothing to do with the contents of this class; The data that do not meet the requirements of the experiment are not analyzed when the physical laws are summed up by the experimental data. Through qualitative description and quantitative analysis of inquiry teaching cases at home and abroad, combined with the current situation of physics inquiry teaching in junior high schools in China, the following suggestions are put forward for the implementation process of physics inquiry teaching in junior high schools in China: 1. Elaborate design of scientific problems; 2. In the teaching process reflects the student's autonomy; 3. Create a relaxed teaching environment; 4. Cultivate the habit of students to evaluate the work done; 5. Actively carry out the classroom inquiry teaching corresponding extracurricular development.
【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：2413996
[Abstract]:Inquiry teaching is an important way to carry out scientific education all over the world, and the new round of basic education curriculum reform in China also advocates the use of inquiry teaching mode. Because of the great differences in cultural background and educational status, the specific implementation process of inquiry teaching is not the same. It is helpful to improve the level of inquiry teaching in our country by studying and analyzing the process of inquiry teaching abroad and absorbing the advanced teaching experience of foreign countries. Under the guidance of cognitive structure theory, meaningful learning theory and constructivist learning theory, this paper selects the United States, Australia, the Netherlands, The video of junior high school physics inquiry teaching in four countries of Czech Republic and the corresponding inquiry teaching video of Chinese teaching content are the objects of study. This paper first describes the teaching process of teaching cases in various countries, and then makes a quantitative analysis and comparison of teaching cases from two aspects: classroom structure and inquiry process. Through the comparative analysis of teaching cases at home and abroad, the cases of various countries show the following characteristics: this section of inquiry classroom in the United States mainly focuses on students' independent experimental inquiry, focusing on the cultivation of students' hands-on experimental ability. Pay attention to the students' experience in the process of inquiry experiment; In this section of the inquiry classroom in Australia, the teachers and students set up the problem situation, put forward the scientific questions, and the students carried on the experiment inquiry mainly; In this section of the inquiry classroom in the Netherlands, teachers and students explore the demonstration experiment together, sum up and summarize the laws of physics, focus on the establishment of systematic knowledge structure for students, and pay attention to the cultivation of students' logical thinking ability. In Czech Republic, teachers explain demonstration experiments and related concepts, and teachers and students give priority to questions and answers. The four teaching case studies in our country are relatively complete and are designed according to the process of "asking questions, conjectures and hypotheses, making plans and designing experiments, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating, communicating and cooperating". Compared with the teaching in the United States, Australia, the Netherlands and the Czech Republic, the classroom teaching in our country is rich in knowledge content, perfect in knowledge structure and closely related to the reality of life. But also exposed some unique or common problems: teachers instead of students put forward the question to be explored, the student is only the operator of the experiment; The experimental time of the students is short; the teachers turn a blind eye to the problems found by the students which are beyond the students' existing knowledge level or have nothing to do with the contents of this class; The data that do not meet the requirements of the experiment are not analyzed when the physical laws are summed up by the experimental data. Through qualitative description and quantitative analysis of inquiry teaching cases at home and abroad, combined with the current situation of physics inquiry teaching in junior high schools in China, the following suggestions are put forward for the implementation process of physics inquiry teaching in junior high schools in China: 1. Elaborate design of scientific problems; 2. In the teaching process reflects the student's autonomy; 3. Create a relaxed teaching environment; 4. Cultivate the habit of students to evaluate the work done; 5. Actively carry out the classroom inquiry teaching corresponding extracurricular development.
【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
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