基于翻转课堂教学模式的高中生物理迷思概念转化研究
发布时间：2018-11-03 21:16
【摘要】：掌握物理学科的科学概念是物理科学素养形成的条件与提高的基础,学生对物理概念掌握和理解的程度直接影响了学生对物理知识的学习。教师在进行教学活动之前往往忘记了学生的大脑并非一块白板,而是存在着一些与科学概念不一致的迷思概念。这些“迷思概念”的存在不仅会阻碍学生掌握正确的科学概念,也会影响学生的物理思维。自从翻转课堂的教学模式被《环球邮报》评为2011年影响课堂教学的重大技术变革后,这种教学模式便成为全球教育者的关注焦点,包括我国在内的越来越多的学者开始尝试将这种新的教学模式应用到实践中去。本文尝试应用翻转课堂教学模式转化高中生的物理迷思概念,并对其教学效果和教学中遇到的问题进行反思。通过对实验班和对照班的教学实践以及课程结束后对两个班进行的磁学迷思概念量表的测试的结果,发现进行翻转课堂教学模式的班级测试结果优于传统课堂教学模式的班级,迷思概念的转化更加有效,且师生互动和生生互动更活跃。本文首先对国内外迷思概念和翻转课堂教学的相关研究进行了分析总结与理论探讨,剖析了迷思概念转化的条件、途径及转化策略,总结了翻转课堂的教学模式,并将其与传统教学模式进行了对比。其次通过对高中生以及物理学科教师的访谈,改编了 CSEM电磁学量表用于后测,并将迷思概念转化策略融入翻转课堂教学模式中。而后选取了高中物理选修3-1《磁学》一章,遵循以学生为主体的原则,课堂合作交流的有效性原则以及引发认知冲突的高效性进行了教学设计,并进行了教学实践,同时选取一个对照班实施传统教学模式下的教学实践活动,在课程的最后对两个班级同时进行电磁学迷思概念量表的测试。最后应用SPSS对测试数据进行处理并分析,结果表明翻转课堂模式在促进学生物理迷思概念转化的方面有优势,为高中生物理迷思概念的转化方式提供了新的方向。
[Abstract]:Mastering the scientific concept of physics is the basis for the formation and improvement of physical scientific literacy. The degree of students' mastery and understanding of physical concepts has a direct impact on the students' learning of physical knowledge. Teachers often forget that the student's brain is not a whiteboard, but some misconceptions that are inconsistent with scientific concepts. The existence of these "myth concepts" will not only hinder students from mastering correct scientific concepts, but also affect students' physical thinking. Ever since the overturned classroom teaching model was named by the Globe and Mail as a major technological change affecting classroom teaching in 2011, this teaching model has become the focus of attention for educators around the world. More and more scholars, including our country, are trying to apply this new teaching mode to practice. This paper attempts to transform the concept of physics myth of high school students by using the flipping classroom teaching mode, and to reflect on its teaching effect and problems encountered in teaching. Through the teaching practice of the experimental class and the control class and the test results of the magnetic myth concept scale of the two classes after the end of the course, it is found that the class test result of the flipping classroom teaching model is better than that of the traditional classroom teaching model. The conversion of the concept of myth is more effective, and the interaction between teachers and students is more active. Firstly, this paper analyzes and summarizes the related research on the concept of myth and flip classroom teaching at home and abroad, analyzes the conditions, approaches and strategies of the conversion of the concept of myth, and summarizes the teaching mode of the flipping classroom. And compare it with the traditional teaching mode. Secondly, through interviews with senior high school students and physics teachers, the CSEM electromagnetism scale is adapted for post-test, and the strategy of transforming the concept of myth into the flipped classroom teaching mode. Then, the author chooses the high school physics elective 3-1 "magnetism" chapter, following the principle of taking the students as the main body, the effective principle of classroom cooperation and communication, and the high efficiency that causes the cognitive conflict, and carries on the teaching practice, and has carried on the teaching practice. At the same time, a control class was chosen to carry out the teaching practice under the traditional teaching mode. At the end of the course, the two classes were tested simultaneously with the concept of electromagnetics myth scale. Finally, using SPSS to process and analyze the test data, the results show that the flipping classroom model has advantages in promoting the transformation of students' concept of physics myth, and provides a new direction for the transformation of high school students' concept of physics myth.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434
本文编号：2309064
[Abstract]:Mastering the scientific concept of physics is the basis for the formation and improvement of physical scientific literacy. The degree of students' mastery and understanding of physical concepts has a direct impact on the students' learning of physical knowledge. Teachers often forget that the student's brain is not a whiteboard, but some misconceptions that are inconsistent with scientific concepts. The existence of these "myth concepts" will not only hinder students from mastering correct scientific concepts, but also affect students' physical thinking. Ever since the overturned classroom teaching model was named by the Globe and Mail as a major technological change affecting classroom teaching in 2011, this teaching model has become the focus of attention for educators around the world. More and more scholars, including our country, are trying to apply this new teaching mode to practice. This paper attempts to transform the concept of physics myth of high school students by using the flipping classroom teaching mode, and to reflect on its teaching effect and problems encountered in teaching. Through the teaching practice of the experimental class and the control class and the test results of the magnetic myth concept scale of the two classes after the end of the course, it is found that the class test result of the flipping classroom teaching model is better than that of the traditional classroom teaching model. The conversion of the concept of myth is more effective, and the interaction between teachers and students is more active. Firstly, this paper analyzes and summarizes the related research on the concept of myth and flip classroom teaching at home and abroad, analyzes the conditions, approaches and strategies of the conversion of the concept of myth, and summarizes the teaching mode of the flipping classroom. And compare it with the traditional teaching mode. Secondly, through interviews with senior high school students and physics teachers, the CSEM electromagnetism scale is adapted for post-test, and the strategy of transforming the concept of myth into the flipped classroom teaching mode. Then, the author chooses the high school physics elective 3-1 "magnetism" chapter, following the principle of taking the students as the main body, the effective principle of classroom cooperation and communication, and the high efficiency that causes the cognitive conflict, and carries on the teaching practice, and has carried on the teaching practice. At the same time, a control class was chosen to carry out the teaching practice under the traditional teaching mode. At the end of the course, the two classes were tested simultaneously with the concept of electromagnetics myth scale. Finally, using SPSS to process and analyze the test data, the results show that the flipping classroom model has advantages in promoting the transformation of students' concept of physics myth, and provides a new direction for the transformation of high school students' concept of physics myth.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434
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