“慢教育”视角下的初中物理教育教学研究

发布时间：2018-03-02 03:12

本文关键词： 慢教育初中物理物理课堂情感教育多元智能　出处：《延安大学》2016年硕士论文　论文类型：学位论文

【摘要】：敬畏生命是教育的伦理起点,接受教育是一个慢的过程,基础教育理应遵循学生生命成长的慢、知识生长的慢、学生发展的慢。因此,“慢教育”应成为中学教育的一种新的教育教学理念,对于初中物理教育教学而言,实施慢教育模式的关键在于一线物理教师。本文从慢教育的视角出发,通过文献法、问卷调查法、访谈法在理论和实践层面上研究初中物理教育教学改革问题,尝试构建“慢教育”理念下的初中物理教学模式,渗透生活教育理念,为一线初中物理教师提供“慢教育”的策略。本文共分四章,主要内容如下:第一章:绪论。主要论述了慢教育研究的背景意义、现状、方法及论文主要内容和框架。第二章:慢教育理论概述。介绍了慢教育概念,并结合物理学科特点和新课标要求对物理慢教育进行了定义;分别从教育学相关理论、心理学相关理论、情感教育理论、多元智能理论等四个维度对物理慢教育理论基础进行阐述。第三章:初中物理慢教育模式的构建。从物理课堂、师生关系、学业评价三个维度,在如何构建体验式的初中物理慢课堂、如何构建和谐舒缓的师生慢关系、如何构建多元智能的物理慢评价等三个方面进行了理论和实践尝试。第四章:初中物理“慢教育”问卷调查及结果分析。根据本文构建的初中物理慢教育模式进行了为期半年的教学实践,进行了初中物理教学现状和慢教育前后两次问卷调查,旨在对比了解初中物理慢教育模式实施效果。结果表明,初中物理慢教育是一种符合学生认知发展规律,丰富课堂教学方式,促进师生关系舒缓和谐,构建多元智能评价模式的新型教育理念。
[Abstract]:The fear of life is the ethical starting point of education, and receiving education is a slow process. Basic education should follow the slow growth of students' life and the slow growth of knowledge. Therefore, "slow education" should become a new educational and teaching concept in middle school education. The key to implement slow education mode for physics education in junior high school lies in first-line physics teachers. Through the methods of literature, questionnaire and interview, this paper studies the teaching reform of physics education in junior high school on the theoretical and practical level, and tries to construct the teaching mode of physics in junior high school under the concept of slow education, which permeates the concept of life education. This paper is divided into four chapters. The main contents are as follows: chapter one: introduction. This paper mainly discusses the background significance and present situation of slow education research. Methods and main contents and framework of the thesis. Chapter two: summary of slow education theory. This paper introduces the concept of slow education, and defines it according to the characteristics of physics and the requirements of new curriculum standard. The four dimensions of psychology theory, emotion education theory and multiple intelligences theory explain the theoretical basis of slow education in physics. Chapter three: the construction of slow education model of physics in junior high school. From the perspective of physics classroom, the relationship between teachers and students, the relationship between teachers and students, In the three dimensions of academic evaluation, how to construct the experiential physics slow classroom, how to build a harmonious and soothing teacher-student slow relationship, How to construct the physical slow evaluation of multiple intelligences is tried in theory and practice. Chapter 4th: questionnaire survey and result analysis of junior high school physics "slow education". According to the model of junior middle school physics slow education constructed in this paper. After six months of teaching practice, The present situation of physics teaching in junior high school and the two questionnaires before and after slow education are carried out in order to compare and understand the effect of slow education in physics in junior high school. The results show that the slow education in physics in junior high school is in accordance with the law of students' cognitive development. Enrich classroom teaching methods, promote teacher-student relationship to ease and harmony, and construct a new educational concept of multi-intelligence evaluation model.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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