物理课程阶段性与学生认知发展关系的初探

发布时间：2019-03-18 12:53

【摘要】：在科技飞速发展的今天，物理学在其中起着不可替代的作用。今天的青少年即将成长为祖国未来强有力的支柱，他们是祖国的希望所在。所以大学的物理教育承担着科技兴国的重任。如何做好高中物理和大学物理的衔接是当前最重要的研究课题之一。已经有很多学者对初中物理和高中物理的衔接、高中物理和大学物理之间的衔接问题进行了不同程度和不同角度的分析和论述。但尚未有人站在课程的阶段性的角度去分析衔接问题。本论文中将物理学习分成高中物理、普通物理和理论物理三个层次。这样分划的原因是三个阶段呈现的知识形式不同：高中物理研究的是物理现象（内阶段），普通物理研究的是物理规律之间的联系，建立解决物理问题的模型（间阶段），理论物理研究的是由物理概念和物理规律建立起的物理体系（外阶段）。“内、间、外”阶段论是皮亚杰的心理发生论的观点，，强调学生的认知发展对物理课程的阶段性产生的衔接问题的影响。采取的研究方法是教育统计学中的相关性分析，选取山东师范大学2008级物理与电子科学学院的本科生为样本，对他们的高考总成绩、普通物理各科成绩和理论物理各科成绩三者之间的相关性进行分析和论述，发现学生高考成绩与普通物理成绩的相关系数比普通物理成绩与理论物理成绩间的相关系数小很多。进入大学，学习了普通物理后，成绩出现了重新分布，高中物理成绩很好的学生普通物理不见得学得很好；学习了理论物理后，成绩分布情况又发生了变化，普通物理成绩与理论物理成绩的呈现了较好的相关性，普通物理学的好的学生，理论物理的成绩也不错。体现了学生成绩从分化到适应的过程。刚刚结束高中学业进入大学的学生，还没有完全进入角色。课程内容发生了很大的变化，而思维方式仍然停留在高中的水平，导致认知能力与课程发展不能相匹配，直接影响学业成绩。随着学习的深入，学生慢慢适应了大学物理课程内容及处理方式，思维结构的变化使学生的学习渐入佳境。学生成绩的分化很大程度是取决于课程发展和认知发展的关系，通过对高中物理和大学物理课程内容的分析，总结得出，高中物理知识的特点是从现象中概括物理概念和物理规律，普通物理是找到物理规律间的联系，建立物理模型，理论物理从整体上把握知识的结构，具有更普遍的意义。再结合学生的认知发展的阶段性，从课程内容角度出发阐述了课程发展的阶段性与认知发展的关系，并分析产生分化的原因。最后总结了学生从入学到毕业，是如何适应大学物理的学习的，并提出了改进大学物理教学的一些建议。
[Abstract]:With the rapid development of science and technology, physics plays an irreplaceable role in it. Today's young people are about to grow into a strong pillar of the future of the motherland, where they are the hope of the motherland. Therefore, the physics education of the university bears the important task of rejuvenating the country with science and technology. How to make the connection between high school physics and college physics is one of the most important research topics. Many scholars have analyzed and discussed the connection between junior high school physics and senior high school physics, and the connection between senior middle school physics and college physics in different degrees and from different angles. However, no one has been standing in the perspective of the stage of the curriculum to analyze the problem of cohesion. In this paper, physics learning is divided into three levels: high school physics, general physics and theoretical physics. The reason for this division is that the three phases present different forms of knowledge: high school physics studies physical phenomena (internal stage), ordinary physics studies the connection between physical laws, and establishes models for solving physical problems (interphase). Theoretical physics is a physical system (outer stage) established by physical concepts and physical laws. The stage theory of "inside, between, and outside" is Piaget's viewpoint of psychogenic theory, which emphasizes the influence of students' cognitive development on the phase convergence of physics curriculum. The research method adopted is the correlation analysis in educational statistics. The undergraduate students of the School of Physics and Electronic Science, Grade 2008, Shandong normal University, are selected as samples, and their total scores in the college entrance examination are analyzed. The correlation between the scores of general physics and theoretical physics is analyzed and discussed. It is found that the correlation coefficient between the scores of college entrance examination and the scores of general physics is much smaller than that of the scores of general physics and theoretical physics. After entering the university, after studying general physics, the scores have been redistributed, and the students who have very good grades in physics in senior high school may not be able to study well in general physics; After studying theoretical physics, the distribution of achievements has changed again. The results of general physics and theoretical physics show a good correlation. The good students of general physics also have good grades of theoretical physics. It reflects the process of students' grades from differentiation to adaptation. Students who have just finished high school and enrolled in college are not yet fully involved in the role. The content of curriculum has changed greatly, but the mode of thinking is still in the level of high school, which leads to the lack of matching between cognitive ability and curriculum development, which directly affects academic achievement. With the deepening of learning, students gradually adapt to the content and treatment of college physics curriculum, and the change of thinking structure makes students study better. The differentiation of students' achievement depends largely on the relationship between curriculum development and cognitive development. Through the analysis of the curriculum contents of senior high school physics and college physics, it is concluded that The characteristic of physics knowledge in senior high school is to generalize the physical concept and law from the phenomenon. The common physics is to find the connection between the physical laws, to establish the physical model, and to grasp the structure of knowledge in theory physics as a whole, which is of more universal significance. Combined with the stages of students' cognitive development, this paper expounds the relationship between the stages of curriculum development and cognitive development from the point of view of curriculum content, and analyzes the reasons for the differentiation. Finally, the author summarizes how the students adapt to the study of college physics from admission to graduation, and puts forward some suggestions to improve the teaching of college physics.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：O4-4;G652;G633.7

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