基于最近发展区的初中物理课堂学习共同体构建的策略研究

发布时间：2018-01-15 07:32

本文关键词：基于最近发展区的初中物理课堂学习共同体构建的策略研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课程改革强调,学生是学习过程中的主体,教师在教学过程中应注重发挥学生的主体性地位,同时培养学生积极主动的学习态度,培养学生合作交流的技能。所以为了适应新课程改革的要求,合作学习这种学习方式越来越被广大一线教师所青睐。但是目前的合作学习也遇到了一些问题,比如目前学校中的合作学习有形无实,没有获得实质性的成果等。笔者认为构建课堂学习共同体是改进合作学习的有效手段之一。物理是一门与生活密切联系的学科,对学生逻辑思维能力的要求相对较高,而初中阶段的学生正处于抽象逻辑思维开始由经验型水平向理论型水平转化的关键期,所以此时通过课堂学习共同体来锻炼学生的抽象逻辑思维能力,会取得事半功倍的效果。另外,由于初中的学生是第一次接触物理课程,所以会有很多同学出现不适应的情况,此时构建物理课堂学习共同体,可以让学生以较快的速度进入物理学习中。本文在现有研究成果的基础上,结合初中物理的学科特点及初中生的发展特点,借助维果茨基的最近发展区理论对中学物理课堂学习共同体的构建策略进行了研究。研究过程如下:第一章是绪论。主要介绍了本文的选题理由和意义,并分别对最近发展区和课堂学习共同体的研究现状做出了介绍和分析。第二章介绍了最近发展区的相关概念。并根据张丽锦、孙莉等人的最近发展区评估方法,设计了初中学生在学习物理学科时的最近发展区渐进提示题,由于学生的最近发展区是动态变化的,所以测试题也要有相应的变化,本文以学习《科学探究摩擦力》这一节为例,来展示所设计的渐进提示题。并根据测试结果,将学生进行了分类。第三章主要介绍了学习共同体的概念和理论基础,同时详细阐述了合作学习小组与学习共同体的区别和联系,并对初中物理课堂学习共同体的含义和特征做出了明确的界定和总结。第四章主要描述了初中物理课堂学习共同体的构建策略。构建策略主要从分组、组内分工、组内制度建立、合作技巧几个方面入手,另外对物理课堂学习共同体的运行方式、评价以及影响因素也做出了说明。第五章是教学中的实践。将本文所提出的基于最近发展区构建的物理课堂学习共同体的教学策略应用到实际教学过程中,并以《科学探究摩擦力》一节为例进行课堂教学展示。第六章是对教学效果的评价与反思。分别从学生的学习成绩和学生的合作交互能力进行测试前后对比,并对结果进行分析和反思。第七章是展望与不足。
[Abstract]:On the reform of the new curriculum, students are the main body in the process of learning, teachers should pay attention to the students' subjectivity in the process of teaching, and cultivate students' active learning attitude, cultivate students' cooperation and communication skills. So in order to adapt to the requirements of the new curriculum reform, cooperative learning is increasingly favored by the majority of front-line at present, the cooperative learning teachers. But also encountered some problems, such as the current school in cooperative learning oftangible real no substantive results. The author thinks that the construction of classroom learning community is one of the effective means of improving cooperative learning. Physics is a closely linked with life science, the logical thinking ability of students the requirements are relatively high, while the junior middle school students are in the key period of abstract logical thinking began to transform from experience to theory level level, so at this time Through classroom learning community to exercise their abstract logical thinking ability, can achieve a multiplier effect. In addition, the junior high school students is the first contact with the physics course, so there will be a lot of students appear not adapt to the situation, the construction of the physics classroom learning community, allows students to quickly enter the physical learning. On the basis of existing research results, combined with junior high school physics course characteristics and development characteristics of junior high school students, were investigated by constructing strategy of Vygotsky's theory of ZPD learning community of middle school physics classroom. The research process is as follows: the first chapter is the introduction. Mainly introduces the reason and significance of this paper, and the current research situation the classroom learning community area and recent developments were made introduction and analysis. The second chapter introduces the related concept of the zone of proximal development. And according to the Zhang Lijin, Sun Li, et al. Recent development area assessment method, the design of junior high school students in the district recently graduated prompting development of learning physics when, due to recent developments in the area of students is dynamic, so the test should also have a corresponding change, based on the study of scientific inquiry that friction < > festival as an example, to show that the progressive design. According to the test results, the students are classified. The third chapter mainly introduces the concept and theoretical foundation of the learning community, and expounds the difference and relationship between cooperative learning and learning community, and made a clear summary of the definition and the meaning and characteristics of the junior middle school physics classroom learning community the fourth chapter mainly describes the construction strategy of junior middle school physics classroom learning community. Construction strategy mainly from the group, group division, established within the group system, several aspects of cooperation skills. To start, in addition to the physics classroom learning community operation mode, evaluation and influence factors are described also. The fifth chapter is the practice of teaching. This article proposed the physics classroom recently developed area based on the construction of learning community teaching strategies to the practical teaching process, and to "scientific inquiry friction > section as an example to show the classroom teaching. The sixth chapter is the evaluation and reflection of the teaching effect. Were tested and compared before and after the cooperation from the interactive ability of students and students, and analyze and reflect on the results. The seventh chapter is the prospect and shortcomings.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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