初中物理学科分层教学的实践与研究

发布时间：2018-01-23 23:33

本文关键词： 初中物理物理学科分层教学实践研究　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：初中学生无论在生理上还是心理特征上都存在非常大的差异性,对物理学科的兴趣和爱好、对知识的理解和接受能力都不尽相同,课堂中如果采用统一的授课模式,基础较好的同学觉得教学内容过于简单,而基础薄弱的同学又觉得老师讲得太难,所以采用传统的“一刀切”的教学方式很难顾及到不同层面的学生,不是非常适宜,如何解决这个问题呢?在不断的探索和实践中,“分层教学”的教学模式应时而生!“分层教学”是解决这种困扰的一种非常好的教学模式,它根据学生的不同需求进行授课,让不同学习能力和学习基础的学生都能在课堂中有所收获,力求让每个层次的学生都能够得到发展,从而提高学生学习的兴趣和教学质量,提高教学效果。本文结构安排如下:第一部分,对国内外分层教学法的理论和现状进行分析研究,确定本研究的方法和策略。第二部分,针对初三学生的物理学习现状做出调查和分析,分析学习物理较为困难的原因,为后续研究开展的方向提供指引。第三部分,介绍分层教学的原则与策略,着重与将理论运用于教学的实践,将初三年级四个班级中的一个班级作为对照班,而另外的三个班级作为实验班,将学生、教学目标、教学过程以及教学评价进行分层,开展了为期一年的分层教学实践。第四部分,选取了三个分层教学案例:阿基米德原理的新课教学、压强变化的专题复习及动态和故障电路的专题复习,进行分层教学的实践分析。并通过对学生的考核、访谈及问卷等方式,获取了部分的可量化研究成果,从而检验分层教学对学生学习兴趣、学习能力与学业水平等方面的效果。第五部分,对分层教学的实践进行经验的总结与不足之处的反思,并提出了本研究可改进之处,以便让分层教学策略更加成熟可行。笔者通过了为期一年的实践和研究后,了解到学生对物理学习的兴趣、学习习惯以及对分层教学的看法等,证明了分层教学法能够有效提高初三学生的学习兴趣和学习成效,能够尊重学生个体之间的差异性发展,能够培养学生的学习主动性,是一种非常值得推广的教学策略。
[Abstract]:Junior middle school students in both physical and psychological characteristics are very different, the interests and hobbies of physics, the ability to understand and accept knowledge are not the same. If a unified teaching mode is adopted in the classroom, the students who have a good foundation feel that the teaching content is too simple, while the students who have a weak foundation feel that the teacher is too difficult to speak. Therefore, it is difficult to take into account different levels of students in the traditional "one-size-fits-all" teaching method. It is not very appropriate. How can we solve this problem?. In the continuous exploration and practice, "layered teaching" teaching mode should be born! "layered teaching" is a very good teaching mode to solve this problem. It can teach according to the different needs of students, so that students with different learning ability and learning foundation can gain something in the classroom. Try to make every level of students to be able to develop, so as to improve the interest of students and teaching quality, improve teaching results. The structure of this article is arranged as follows: the first part. The theory and current situation of hierarchical teaching method at home and abroad are analyzed and the methods and strategies of this study are determined. The second part is to investigate and analyze the current situation of physics learning of junior high school students. The third part introduces the principles and strategies of stratified teaching, focusing on the application of theory in teaching practice. The third grade of the four classes as a control class, while the other three classes as experimental classes, students, teaching objectives, teaching process and teaching evaluation are stratified. In part 4th, three stratified teaching cases were selected: the new course of Archimedes principle, the topic review of pressure change and the topic review of dynamic and faulty circuits. Through the examination of students, interviews and questionnaires, we obtain some quantifiable research results, so as to test the interest of stratified teaching to students. Part 5th, summing up the experience and reflection on the deficiency of the practice of stratified teaching, and putting forward the possible improvement of this study. In order to make the layered teaching strategy more mature and feasible. After a year of practice and research, the author understands the students' interest in physics learning, learning habits and views on stratified teaching and so on. It is proved that stratified teaching method can effectively improve the learning interest and learning effect of junior high school students, can respect the different development of students' individual, and can cultivate students' learning initiative. It is a teaching strategy worth popularizing.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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