微课在高中物理必修1教学中的实践探索

发布时间：2018-03-17 19:32

本文选题：物理微课　切入点：概念型　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：从2010年微课进入学科教学开始,教育工作者对微课程的研究每年呈递增趋势,但微课程在物理教学中的实践应用和物理微课程的开发环节仍比较薄弱,微课程的理论发展和微课程在物理学科中的实践研究相脱节。本研究以探索微课程在高中物理教学中实践应用的有效方法为目的,把在教学中的主体和起主导作用的学生和教师作为研究对象,通过问卷调查、访谈等方式寻找物理微课程内容的确定原则;通过在不同班级采用不同的教学方案上同一教学内容的授课模式以及课堂定时训练成绩的数据分析,探究概念型微课、规律型微课、习题型微课等不同类型的微课程,应放在学生学习中的哪个环节更有效,以及引入微课后,物理课堂教学的环节应做哪些相应的调节,才能让微课更好地发挥作用。实践研究表明:学生需求度高的微课内容主要集中在物理教学中的重点、难点及易错点,包括概念、规律和习题题型等方面,这些内容与大多数老师在设计微课内容时选择的内容一致。对于简单易懂的概念、规律和习题题型无需制作成微课,由于这类微课很难激起学生的学习热情,不能体现微课的作用,无制作的意义。制作好微课后,不同难度及不同类型的微课应放在不同的学习环节。对于相对简单的概念、规律型微课,放于课前作为预习辅导与放于课堂作为讲解辅导的学习效果相当,而对于相对较难的概念、规律型微课,放于课前作为预习辅导,课堂上强化巩固的方式比放于课堂作为讲解辅导的学习效果更好。对于习题型微课,放于课前作为预习辅导的学习效果明显优于放于课堂作为讲解辅导的学习效果。无论难易程度或何种课型的微课,都不适合放于课后,尤其是相对简单的内容,放于课后的学习效果较差。引入微课后,物理课堂教学的环节也应做相应的调整。从学习时间的耗费及学习效果两个因素共同考虑,无论哪种课型的微课,无论难易程度,采用将微课内容放于课前预习,课堂上强化巩固的方式最值得采纳,虽然对传送带模型、牛顿第二定律实验等难度较大的微课内容,在实行课前预习,课堂上重复讲解的方式,学习效果最好,但在时间上耗费了更多。本研究的对象,是双流中学实验班的学生,其物理基础属中等水平,研究者是一线教师,其研究成果容易被复制和推广,可以成为微课实践研究的实践素材,希望能为广大高中一线物理教师提供借鉴。
[Abstract]:Since 2010, the research of microcurriculum has been increasing every year, but the practical application of microcurriculum in physics teaching and the development of physics microcurriculum are still weak. The theoretical development of microcurriculum is disjointed with the practical research of microcurriculum in physics. The purpose of this study is to explore the effective methods of the application of microcurriculum in physics teaching in senior high school. Taking the students and teachers who play a leading role in the teaching as the research objects, the principles of determining the contents of the physics microcurriculum are found by means of questionnaire survey and interview. By analyzing the teaching mode of the same teaching content and the results of regular training in different classes with different teaching schemes, this paper explores different types of microcourses, such as conceptual microcourses, regular microcourses, exercise microcourses, and so on. Which links should be put in the students' learning more effectively, and what corresponding adjustments should be made to the links of physics classroom teaching after the introduction of micro-lessons? The practical research shows that the contents of microcourses with high demand are mainly focused on the key points, difficulties and error-prone points in physics teaching, including concepts, rules and problem types, etc. The content is the same as what most teachers choose when designing microcourses. For easy to understand concepts, rules and problem sets do not need to be made into microclasses, because such microcourses are difficult to arouse students' enthusiasm for learning. It can't reflect the function of micro-lesson, it has no meaning of making. After making micro-lesson, different difficulty and different type of micro-lesson should be put in different learning link. For relatively simple concept, regular micro-lesson, The learning effect of pre- class tutoring is comparable to that of classroom instruction, but for the relatively difficult concepts, regular microcourses are used as preview tutoring before class. It is better to strengthen and consolidate the classroom than to use it as the instruction in the classroom. The learning effect of pre- class as preview tutoring is obviously better than that of classroom instruction. No matter how difficult it is or what kind of micro-class it is, it is not suitable for after-class learning, especially for relatively simple content. The effect of learning after class is poor. After the introduction of micro-class, the links of physics classroom teaching should be adjusted accordingly. Considering the cost of study time and the learning effect, no matter which kind of micro-class, no matter how difficult it is, It is most worthwhile to adopt the method of strengthening and consolidating the contents of microcourses in the class by putting them into pre-class preparation. Although it is necessary to carry out pre-class preview and repeat explanations in the classroom for the more difficult microcourse contents such as conveyor belt model, Newton's second law experiment, etc. The object of this study is the students of Shuangliu Middle School, whose physical foundation is of medium level, the researcher is a first-line teacher, and the research results are easy to be copied and popularized. It can be the practical material of micro-class practice research, hoping to provide reference for senior high school physics teachers.
【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】：G434;G633.7

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