翻转课堂在初中物理概念教学中的应用研究

发布时间：2019-07-08 12:37

【摘要】：随着社会的进步和科技的发展,信息技术影响着各个方面,翻转课堂作为信息技术和学科课程的有机整合产物,自问世以来在教育界就备受关注,它依托教育技术的发展,将教学方式,教学内容,教学管理以及教师的角色进行了“翻转”。传统教学模式在中学物理教学尤其是概念教学中存在诸多问题,对教学效率的提高和学生对新知识的获取在一定程度上都带来了不利的影响。翻转课堂的出现为初中物理概念教学带来了新思路,最大的特点在于把“知识传递”和“知识内化”进行了颠倒,课堂内外的时间进行了重构,使得师生在课堂上有更多的时间来解决有价值的问题。本研究从理论入手,采用文献分析法对翻转课堂和物理前概念的相关内容进行阐述,用问卷法和个别访谈法调查学生头脑中相关概念的前概念以及实施翻转课堂后不完善的前概念的转化情况。在前人的基础和相关理论的指导下,将国内外较典型的两种翻转课堂教学模式与物理概念教学的特点相结合,设计出基于翻转课堂的中学物理概念教学模型,该模型具有教学过程更加完善,实施过程更加具体、明确,突出交互作用,融合物理学科的特点;然后结合初中物理教学内容设计了《浮力》和《电功率》两节教学案例,对该模型进行具体的应用;最后对本文的研究进行总结与反思,对该翻转课堂的实施过程中可能遇到的问题进行预想并提出可行性的意见。本研究对推进和完善新课程的实施有一定的积极作用,为一线教师尝试将翻转课堂应用于物理教学中提供一定的案例参考和理论借鉴,对促进翻转课堂在物理教学中的应用和物理概念教学具有理论和实践意义。笔者期望该研究能够对将翻转课堂教学模式深入应用于中学物理教学中有所促进,能为物理教学乃至其他学科的教学改革提供借鉴和参考。
文内图片：

图片说明：RobertTalbert的翻转课堂教学模式
[Abstract]:With the progress of society and the development of science and technology, information technology affects all aspects. As an organic integration product of information technology and subject curriculum, flipping classroom has attracted much attention in the field of education since it came out. Relying on the development of educational technology, it has "reversed" teaching methods, teaching contents, teaching management and the role of teachers. There are many problems in the traditional teaching mode of physics, especially in the concept teaching, which have a negative impact on the improvement of teaching efficiency and the acquisition of new knowledge by students to a certain extent. The emergence of flipped classroom has brought new ideas to the teaching of physics concept in junior high school. The biggest characteristic is that the "knowledge transfer" and "knowledge internalization" have been reversed, and the time inside and outside the classroom has been reconstructed, so that teachers and students have more time to solve valuable problems in the classroom. Starting from the theory, this study uses the literature analysis method to explain the related contents of the concepts before turning the classroom and physics, and investigates the pre-concepts in the students' minds and the transformation of the imperfect pre-concepts after the implementation of the reversal classroom by using the questionnaire method and the individual interview method. Under the guidance of the previous foundation and related theories, combining the two typical reversal classroom teaching modes at home and abroad with the characteristics of physics concept teaching, a middle school physics concept teaching model based on flip classroom is designed, which has the characteristics of more perfect teaching process, more specific implementation process, clear, prominent interaction and integration of physics subject. Then combined with the physics teaching content of junior middle school, two teaching cases of "buoyancy" and "electric power" are designed, and the specific application of the model is carried out. Finally, the research in this paper is summarized and reflected, and the problems that may be encountered in the implementation of the flip classroom are expected and feasible suggestions are put forward. This study plays a positive role in promoting and perfecting the implementation of the new curriculum, and provides a certain case reference and theoretical reference for the front-line teachers to try to apply the flip classroom to physics teaching, and has theoretical and practical significance for promoting the application of reversal classroom in physics teaching and the teaching of physical concepts. The author hopes that this research can promote the deep application of flip classroom teaching mode in physics teaching in middle school, and can provide reference and reference for the teaching reform of physics teaching and even other disciplines.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7;G434

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