基于同伴教学法的初中力学概念教学研究

发布时间：2017-12-27 06:35

本文关键词：基于同伴教学法的初中力学概念教学研究　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：同伴教学法是哈佛大学教授Eric Mazur在1991年首次提出并应用于大学基础物理的大班课堂。Mazur等人通过20多年的研究,证明了同伴教学法在对学生物理概念的理解与掌握、学习兴趣的提高等方面有积极的作用。物理概念是物理学的基础,是抽象的思维概括,而对于刚接触物理的初中学生来说,理解并掌握物理概念存在一定的学习障碍,尤其是有关力学的学习。力是一个抽象的概念,而力学又是整个初中物理的两大基石之一,所以如何深入地掌握力学概念,提高力学教学效率,同时为高中物理的学习打下坚实的基础,是一线教师关注的热点问题。基于此,本文尝试在初中力学概念教学中引入同伴教学法,并通过教学实践验证其可行性和合理性。本文从理论和实践两个方面进行研究。理论方面,通过文献综述,总结了同伴教学已取得的成就,并对同伴教学法的教学流程、物理概念测试题的编制、同伴讨论、反馈方式四个方面进行简单介绍和理论分析。同时,根据国内教学实施条件,对同伴教学法做了相应修改。实践方面,也就是本文研究的重点:同伴教学在初中力学概念教学中的实践研究。研究的内容如下:(1)案例设计与分析:以八年级物理(下册)《弹力》为例,采用同伴教学法进行教学实践,分别从教学活动组织、实施说明、案例设计、案例分析四个方面进行设计和分析,从而为一线教师提供范例。(2)同伴教学的课堂实践研究:选取鄂尔多斯市某所中学初二年级的四个平行班进行实验研究,分为实验班和对照班,实验班采用同伴教学法,对照班采用传统的教学方法。并在课后对四个班进行测试,检验学生对弹力概念的掌握情况。(3)关于教师与学生对同伴教学法态度的调查:通过问卷的形式,从学生的满意度和同伴教学的优劣势两个方面对学生进行问卷调查。通过访谈的形式,从同伴教学法实施过程中的优点、存在的不足、需要改进的建议等方面对教师进行访谈。在教学实践的基础上,通过对概念测试题的前后对比分析,随堂测试的成绩对比分析,学生对同伴教学的满意度分析和师生对同伴教学法优劣势的评价分析,得出以下结论:(1)同伴教学可以使学生及时发现自身的错误,促进对物理知识的理解,并提高解题能力;(2)同伴教学可以提高学生的正确率,尤其是难度适中的题目或者在借助实验工具的基础上;(3)同伴教学法可以提高学生的成绩,并且学习困难的学生比成绩优秀的学生效果更加明显;(4)同伴教学提高了学生的课堂参与度,可以调节课堂的氛围,更好的激发学生的学习兴趣。通过上述结论,可以验证同伴教学法在初中力学概念教学中的有效性和可实施性,并为一线教师在课堂中引入同伴教学法提供范例。
[Abstract]:The peer teaching method, which was first proposed by Professor Eric Mazur of Harvard University and applied to college basic physics in 1991, is the first class in the class. Mazur and others have proved that peer teaching plays a positive role in understanding and mastering students' physical concepts and improving their interest in learning through 20 years of research. Physical concept is the basis of physics and generalization of abstract thinking. However, for junior high school students who are physically exposed to physics, there is a certain learning disability in understanding and mastering physical concepts, especially about mechanics learning. Force is an abstract concept, and mechanics is one of the two cornerstones of physics in junior middle school. So how to grasp the concept of mechanics and improve teaching efficiency and lay a solid foundation for physics learning in high school is a hot topic for teachers. Based on this, this article tries to introduce the method of peer teaching in the teaching of junior middle school mechanics concept, and verifies its feasibility and rationality through teaching practice. This paper studies from two aspects of theory and practice. Theoretically, through the literature review, the achievements of peer teaching have been summarized, and four aspects, including the teaching process of peer teaching, the formulation of physical concept test questions, peer discussions and feedback modes, have been briefly introduced and analyzed theoretically. At the same time, according to the domestic teaching implementation conditions, the peer teaching method has been modified accordingly. In practice, it is the focus of this study: the practice of peer teaching in the teaching of mechanics concept in junior middle school. The contents of the study are as follows: (1) the design and analysis of the case: eight grade in Physics (2) "elastic" as an example, the teaching practice by peer teaching method, from the teaching activities of the organization and implementation of description, case design, case analysis of four aspects of design and analysis, so as to provide a good example for the teachers. (2) the classroom practice of peer teaching: we choose four parallel classes in the second grade of a middle school in the Ordos City to carry out the experimental research, which is divided into the experimental class and the control class. The experimental class adopts peer teaching method, while the control class adopts the traditional teaching method. Four classes were tested after class to test the students' mastery of the concept of elastic force. (3) the survey of teachers and students' attitude towards peer teaching method: a questionnaire survey was conducted in two aspects: student satisfaction and peer teaching. Through the form of interview, the teachers are interviewed from the advantages of the implementation of peer teaching method, the shortcomings of the existence, and the suggestions for improvement. Based on the teaching practice, through comparing the concept of test analysis, comparison and analysis with the class test, analysis and evaluation of satisfaction analysis and teaching students to teachers and students on peer peer teaching method advantages and disadvantages, draw the following conclusions: (1) peer teaching can enable students to find their own mistakes, to promote the understanding of physical knowledge, and improve the ability of solving problems; (2) peer teaching can improve the correct rate of students, especially the difficultymoderate topic or based on the experimental tools; (3) peer teaching method can improve students' achievement and effect of the students and students with learning difficulties than good (more obvious; 4) peer teaching improves students' classroom participation, can adjust the classroom atmosphere, stimulate students' interest in learning better. Through the above conclusions, we can verify the effectiveness and feasibility of peer teaching in junior middle school mechanics concept teaching, and provide an example for the first line teachers to introduce peer teaching in the classroom.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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