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中英高中物理教材内容的比较研究

发布时间:2018-03-09 16:05

  本文选题:知识序列 切入点:知识广度 出处:《陕西师范大学》2016年硕士论文 论文类型:学位论文


【摘要】:课程内容设计是课程设计的核心,物理课程的性质决定了物理课程内容设计是引导学生获取人类认识的基本成果——理论化、系统化的知识为主,教材作为学生学习知识的重要载体,是课程最重要的形式之一,教材知识内容的选择、教材编写的逻辑和思路等在很大程度上影响着课程实施及其成效,对学生知识建构过程和认知发展产生重要影响。同时,教材是教师进行教学的主要依据,是教师创造性开发课程资源提供了基础、依据和参考,教材比较研究有利于提高教师教材分析能力,引导教师深刻地理解教材设计意图,落实课程设计的理念,借鉴国外优秀的教学思想、方法,有利于启发教师产生新思路和新见解,激发教师教学的创造性思维。所以,物理教材编写的质量,直接影响着物理课程的实施及其效果。“万有引力定律”是17世纪自然科学最伟大的成果之一。“电场”是电磁学理论核心内容之一。“力学”和“电磁学”专题是高中物理的重要内容之一,“万有引力定律”和“电场”是学生进一步学习物理的和传承科学文化基础。本研究选取英国最具代表性的高中物理教材《AQA Physics A》和我国人教版高中物理教材,以“万有引力定律”和“电场”主题为研究对象,通过翻译AQA教材相应内容,从两个版本物理教材的内容知识结构切入,通过“概念图谱”试寻找一种教材比较研究的新方法;并提出“知识序列”、“知识跨度”概念;以“概念图谱”为基础,从知识序列、知识广度、知识深度、知识跨度四个方面,对“万有引力定律”和“电场”主题知识内容的选择和组织比较分析。在“万有引力定律”专题比较研究中,中英两个版本教材存在以下差异:1.中、英物理教材存在“力”和“场”主线编写的不同;2.“平方反比规律”编写逻辑有“反证法”和“演绎法”的区别;3.对学生认知要求存在明显差异。在“电场”专题比较研究中,中英教材有以下差异:1.人教版教材以“电荷”和“电场”为核心,注重对“电容器”的静态认识;AQA教材主要以“电场”和“电容器”为核心,强调对“电容器”的动态分析;2.人教版教材章节采用螺旋式设计,重要概念采用直线式设计思路;AQA教材章节采用直线型设计,重要概念采用多种组织方式混合,注重概念的相对独立性;3.AQA教材比人教版教材的难度要大;4.AQA教材注重“电场”与“引力场”的类比和迁移。根据两个主题研究的特点,得出以下结论:第一,AQA教材知识组织方式多样。第二,AQA教材比人教版教材知识广度大。第三,AQA教材比人教版教材知识深度深。第四,AQA教材教比人教版教材知识跨度大。“他山之石,可以攻玉”,根据研究结果对我国教材“力学”“电学”部分的编写提出以下建议:1.概念界定方式多种化;2.减少演绎法的编写思维;3.注重知识的迁移;4.注重物理科学思维的渗透。
[Abstract]:The design of curriculum content is the core of curriculum design. The nature of physics curriculum determines that the design of physics curriculum content is the basic achievement of guiding students to acquire human cognition-theorization and systematization of knowledge. As an important carrier of students' learning knowledge, teaching material is one of the most important forms of curriculum. The choice of textbook knowledge content, the logic and train of thought of textbook compilation influence the course implementation and its effectiveness to a great extent. At the same time, the teaching material is the main basis for teachers to teach, and it is the foundation, basis and reference for teachers to develop curriculum resources creatively. The comparative study of teaching materials is helpful to improve teachers' ability of teaching material analysis, to guide teachers to understand the intention of textbook design, to carry out the idea of curriculum design, and to learn from the excellent teaching ideas and methods of foreign countries. It is helpful to inspire teachers to produce new ideas and new ideas, and to stimulate teachers' creative thinking in teaching. Therefore, the quality of compiling physics textbooks, The law of universal gravity is one of the greatest achievements of natural science in 17th century. "Electric field" is one of the core contents of electromagnetism theory. The topics of "mechanics" and "electromagnetism" are high. The law of universal gravitation and electric field are the basis for students to further study physics and inherit science and culture. This study selects the most representative senior high school physics textbook < AQA Physics A > and Chinese people in the UK. Teaching High School Physics textbook, Taking the theme of "Law of Gravity" and "Electric Field" as the research object, this paper tries to find a new method for the comparative study of teaching materials by translating the corresponding contents of AQA textbooks, cutting into the content knowledge structure of the two versions of physical textbooks, and trying to find a new method for the comparative study of teaching materials through "Conceptual Atlas". The concept of "knowledge sequence" and "knowledge span" is put forward, which is based on "concept map" from four aspects: knowledge sequence, knowledge breadth, knowledge depth and knowledge span. A comparative analysis of the selection and organization of the subject knowledge of "Law of Universal Gravity" and "Electric Field". In the thematic comparative study of the Law of Universal Gravity, there are the following differences between the Chinese and English versions of the textbook: 1. There are differences between the main lines of "Force" and "Field" in English Physics textbooks. The writing logic of "inverse law of square and inverse proportion" is the difference between "counter-proof" and "deductive method" 3.There are obvious differences in the cognitive requirements of students. In the comparative study of "Electric Field", There are the following differences between Chinese and English textbooks: 1.The core of the teaching material is "charge" and "electric field", and the static understanding of "capacitor" is emphasized. AQA textbooks mainly focus on "electric field" and "capacitor". The dynamic analysis of "capacitors" is emphasized. The chapters of teaching materials are designed in spiral mode, the important concepts are designed in straight lines, and the important concepts are mixed in various organizational ways. Paying attention to the relative Independence of Concepts 3. AQA textbooks are more difficult than human education textbooks. 4. AQA textbooks focus on analogy and migration between "electric field" and "gravitational field." according to the characteristics of the two themes, AQA textbooks focus on "electric field" and "gravitational field". The conclusions are as follows: first, AQA teaching materials are organized in various ways, second, AQA textbooks have greater knowledge breadth than human edition textbooks, and third, AQA textbooks have deeper knowledge depth than human edition textbooks. 4th AQA textbooks teach more knowledge than human textbooks. The stone of another mountain, According to the research results, the author puts forward the following suggestions on the compilation of "Mechanics" and "electricity" in China's teaching materials: 1.Conceptual definition methods are diversified. 3. Pay attention to the transfer of knowledge. 4. Pay attention to the infiltration of thinking in physics science.
【学位授予单位】:陕西师范大学
【学位级别】:硕士
【学位授予年份】:2016
【分类号】:G633.7

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