情境创设对初中生解决物理问题的影响研究

发布时间：2019-03-23 17:02

【摘要】：新课程理念提倡培养学生的问题解决能力,物理学科作为一门以实验为基础的学科,在培养学生的问题解决思维方面具有重要的作用。在教师的实际教学中,也在注意学生的能力培养,但是学生在解决物理问题时,经常遇到上课时能够听懂老师讲课的内容,一遇到实际的物理习题却不知道该如何下手的情况。根据对学生的解决问题步骤和遇到的障碍分析,在培养学生的主观因素方面以外,我主要关注的是教师在课堂教学中能够怎样做到有针对性的对学生解决物理问题能力的培养。情境创设方法作为一种常见的教师教学的工具,已经被中小学各个学科的教师所熟悉和运用,本文旨在从理论研究和实践的方面对情境创设对初中生的问题解决能力提高方面产生效果,以及产生效果的原因进行探索。本研究主要有以下四部分,第一部分是文献综述,主要了解国内外关于此问题的研究。第二部分是学生解决问题情况的问卷编制,包括通过访谈法和文献法确定学生问题解决情况的指标,根据指标编制问卷,以及问卷的发放和回收,作为学生解题情况分析的基础。第三部分是研究的主体,在了解“浮力”这一章的教学内容和学生学习困难的分析后,根据情境创设的原则确定浮力这一部分的教学策略,并根据策略编制教学设计。并选取沈阳市一所初中的两个班级学生作为实验组和对照组,实验班采用情境创设的教学设计进行教学,对照班采用传统的讲授式教学方法。在实验中使用编制的课堂观察量表进行教学情况观测。并在实验前后对学生的学习成绩以及解决问题情况进行调查。第四部分是数据处理以及结论,根据教学过程中的课堂观察量表对教师基于情境创设的课堂教学有效性进行观察,根据学生前后的成绩对比发现情境创设能够在一定程度上提高学生的成绩。根据问卷调查前后对比数据得出情境创设对学生问题解决阶段中的理解和表征问题中的对题意的理解和建构物理模型有促进作用;能够促进对寻求解答阶段中对物理规律的应用,对学生正确理解表达式有一定的作用。并在实践研究后对学生和教师进行访谈,了解学生解题的情况,以及教师在实践过程中的感受。
[Abstract]:The new curriculum concept advocates the cultivation of students' problem-solving ability. As an experimental-based subject, physics plays an important role in cultivating students' problem-solving thinking. In the actual teaching of teachers, students are also paying attention to the cultivation of students' abilities. However, in solving physics problems, students often encounter the situation that they can understand the contents of the teacher's lectures in class, but they do not know how to do it when they encounter the actual physics exercises. According to the analysis of students' problem solving steps and obstacles, besides the subjective factors of cultivating students, my main concern is how teachers can cultivate students' ability to solve physics problems in classroom teaching. As a kind of common teaching tool, situational creation method has been familiar and applied by teachers of various subjects in primary and middle schools. The purpose of this paper is to explore the effect of situation creation on the improvement of problem solving ability of junior high school students from the aspects of theoretical research and practice, as well as the reasons for the effect. There are four parts in this study, the first part is literature review, the main understanding of this issue at home and abroad. The second part is the preparation of the questionnaire on the problem-solving situation of the students, including the identification of the indicators of the students' problem-solving situation through interviews and documentation, the preparation of the questionnaire based on the indicators, and the issuance and recovery of the questionnaire. As the basis for the analysis of students' problem-solving situation. The third part is the main body of the study. After understanding the teaching contents of the chapter "buoyancy" and the analysis of students' learning difficulties, the teaching strategies of the part of buoyancy are determined according to the principles of situation creation, and the teaching design is worked out according to the strategies. Two classes of students from a junior middle school in Shenyang were selected as the experimental group and the control group. The experimental class adopted the teaching design created by the situation and the control class adopted the traditional teaching method. In the experiment, the classroom observation scale was used to observe the teaching situation. And before and after the experiment, the students' academic achievements and problem-solving situation were investigated. The fourth part is the data processing and conclusion, according to the classroom observation scale in the process of teaching, we observe the effectiveness of classroom teaching created by teachers based on the situation. According to the comparison of students' scores before and after, it is found that the creation of situation can improve the students' achievement to a certain extent. According to the comparative data before and after the questionnaire survey, it is concluded that the creation of the situation can promote the understanding and representation of the meaning of the question in the stage of solving the students' problems and the construction of the physical model. It can promote the application of physical laws in the process of seeking solutions, and play a certain role in students' correct understanding of expressions. After the practical research, the students and teachers are interviewed to understand the students' problem solving situation and the teachers' feelings in the process of practice.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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