高中物理教学中培养学生自我提问能力的案例研究

发布时间：2018-04-12 20:38

本文选题：问题意识 + 问题情境　；参考：《山东师范大学》2017年硕士论文

【摘要】：高中物理课程标准中对培养学生的能力目标有明确的规定,即具有一定的理解能力、信息搜集和处理能力、推理能力、分析综合能力及应用数学处理物理问题的能力[1]。这一规定对学生各方面的能力做了一个综合性的要求,也反映了学习物理所必备的能力及课程改革的要求。问题意识是思维的动机,是创新意识、创新能力的基础。有问题才会有思考,才会找到新思路去解决问题。学生在学习情境之中对学科知识、学习素材与教师教学中一些矛盾、空白与不同提出疑问,这种积极探究的心理状态可以促进学生的思维发展。在当前的物理课堂教学中,大部分教师虽然具有新课程理念,在教学中注意情境设计和问题设计的研究,也提出了诸如分组讨论、合作探究等教学方法,但由于传统的教学方法以及旧教材的编排体系等因素,这些方法本质上仍然是根据教师设定好的问题开展的,在培养学生的问题意识、提出问题和自我提问能力的方面仍需进一步研究。长期以来学生没有养成良好的问题意识和思考习惯,知识理解不透彻,掌握不牢固,不会融会贯通,更谈不上进行研究性学习。培养学生的提出问题和自我提问的能力,这是广大物理教师在教学过程中亟需关注的问题。本文首先介绍了在高中物理教学中培养学生自我提问能力的研究背景;分析了国内外研究现状,确定了研究的目的和意义;依据问题教学理论、元认知理论、建构主义学习理论,对现阶段学生自我提问中出现的问题进行了深入的分析,通过调查分析了笔者所在学校学生的自我提问现状,探讨影响学生自我提问的一系列因素,针对这些情况提出了在高中物理教学中培养学生自我提问能力的策略,最后根据菏泽一中培养学生自我提问能力的实践,设计高中物理课前学习自主提问单、课中重难点突破提问单、课后学习温故知新提问单;并列举在物理课堂教学中培养学生提出问题的案例片断。本文通过调查访谈获得第一手资料,然后采取相应的措施,协调教学活动,从而使课堂教学更有针对性。利用教科书开发“课程资源”,培养学生问题性思维品质;通过创设新颖恰当的问题情境,为培养学生的自我提问能力提供平台;通过元认知知识的学习,培养学生的自我提问能力;通过科学的评价为培养学生的自我提问能力提供有力支撑。将学生的自我提问能力的培养移到课外,设计物理学习自我提问单,并列举培养学生自我提问能力设计的物理概念教学、物理规律教学等典型案例。
[Abstract]:In the physics curriculum standard of senior high school, there is a clear stipulation on the ability goal of cultivating students' ability, that is, the ability to understand, collect and process information, infer, analyze synthetically and apply mathematics to deal with physics problem [1].This regulation makes a comprehensive request for the students' abilities in all aspects, and also reflects the necessary abilities for studying physics and the requirements for curriculum reform.Question consciousness is the motive of thinking, the foundation of innovation consciousness and innovation ability.Only when there are problems can we think about them and find new ways to solve them.Students in the learning situation of the subject knowledge, learning materials and teachers in the teaching of some contradictions, blank and different questions, this positive psychological state of inquiry can promote the development of students' thinking.In the current physics classroom teaching, although most teachers have the new curriculum idea, pay attention to the research of the situation design and the question design in the teaching, also put forward the teaching methods such as group discussion, cooperative inquiry and so on.However, because of the traditional teaching methods and the arrangement system of the old teaching materials, these methods are still carried out according to the problems set by the teachers, and they are developing the students' awareness of the problems.Further research is needed on the ability to ask questions and self-questions.To cultivate students' ability of asking questions and asking questions is a problem that the majority of physics teachers should pay close attention to in the course of teaching.This paper first introduces the research background of cultivating students' self-questioning ability in physics teaching in senior high school; analyzes the current research situation at home and abroad, determines the purpose and significance of the research; according to the theory of problem teaching, metacognition theory,Based on the constructivism theory, this paper makes an in-depth analysis of the problems in the students' self-questioning at the present stage, analyzes the present situation of the students' self-questioning in their schools, and discusses a series of factors that affect the students' self-questioning.In view of these conditions, this paper puts forward the strategies of cultivating students' self-questioning ability in physics teaching in senior high school. Finally, according to the practice of cultivating students' self-questioning ability in Heze No. 1 Middle School, the paper designs a self-questioning list for learning physics in senior high school before class.The important and difficult points in the class break through the question list, and learning after class to learn the new question list, and enumerate the case of cultivating students to ask questions in physics classroom teaching.This paper obtains first-hand information through investigation and interview, and then takes corresponding measures to coordinate teaching activities so as to make classroom teaching more targeted.Cultivating students' self-questioning ability and providing strong support for cultivating students' self-questioning ability through scientific evaluation.
【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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