初中物理作业新形式：写作文—更好地促进师生相长

发布时间：2018-05-09 02:05

本文选题：初中物理 + 物理作业　；参考：《广西师范大学》2016年硕士论文

【摘要】：在当下教学中,笔者遇到很多教学困惑,所以,笔者在上个学期期末时布置了一份特殊的寒假作业：写作文,题目为《物理学习心得》,字数不少于1000字。第二个学期开学时,笔者收到了学生写的第一份物理作文。笔者在阅读学生的物理作文时,发现学生的物理作文写得非常精彩。这些物理作文犹如一扇窗户,它打开了笔者的眼界,它打开了孩子们的心灵,它打开了物理作业的新视野……它让笔者看到了物理教学的新希望!笔者正是基于这样的教学实践经历才选择了这一研究论题,并在当下的教学实践中付诸实施和开展研究。在开展此研究的同时,笔者查阅了大量相关文献,发现从2006年至今,陆续有不少物理老师,其中不乏优秀物理老师呼吁物理作业形式要多样化,少部分老师也在尝试实施新形式的物理作业,但是,国内外目前还没有人将“写作文”作为物理作业新形式进行专项研究,因此更加坚定了笔者实施和研究“写作文”这一物理作业新形式。笔者对学生上交的物理作文进行数据统计分析时发现一条规律：在布置第一次作业时,如果老师及时与不交作业的学生进行沟通,使学生认识到作业的重要性和必要性,并提出作业要求,进行相互约定,可以有效地减少学生不交作业的不良现象。如果老师对不交作业的学生没有引起重视,没有及时进行沟通,部分没有交作业的学生会形成不交作业老师也拿我没办法的不良习惯,导致这些学生以后基本都不交作业。这是笔者作为新老师的一次意外成长。笔者在研究和分析学生的物理作文时,发现“写作文”可以激发学生丰富的想象力,拓展学生的思维广度,提高学生的文字表达能力,物理老师可以通过作文来了解学生当下的心理状态、思想情况、思维水平和对物理规律的理解程度,同时,物理老师可以通过物理作文和学生进行沟通、相互学习、共同进步,所以,笔者认为“写作文”作为物理作业新形式可以有效的促进师生相长。
[Abstract]:In the current teaching, the author encountered a lot of teaching confusion, so at the end of last semester, the author arranged a special winter vacation assignment: writing a composition, the title is "physical learning experience", the number of words is not less than 1000 words. At the beginning of the second semester, the author received the first physics composition written by the students. When I read the students' physics composition, I found that the students' physical composition was very wonderful. These physical compositions are like a window that opens the eyes of the author, opens the hearts of children, and opens the new horizons of physics assignments. It makes the author see the new hope of physics teaching! Based on the experience of teaching practice, the author chose this research topic and put it into practice and carried out research in the present teaching practice. While carrying out this research, the author has consulted a large number of relevant documents and found that since 2006, there have been many physics teachers, among whom some excellent physics teachers have called for the diversification of physics homework forms. A small number of teachers are also trying to implement new forms of physics homework. However, at present, no one at home and abroad has made special research on "writing compositions" as a new form of physics homework. Therefore, the author more firmly implements and studies writing composition, a new form of physical homework. When the author makes a statistical analysis of the physical compositions handed in by the students, he finds a rule: when arranging the first assignment, if the teacher communicates with the students who do not hand in the homework in time, the students will realize the importance and necessity of the homework. It can effectively reduce the bad phenomenon that students do not hand in homework. If the teacher does not pay attention to the students who do not hand in homework, do not communicate in time, some students who did not hand in homework will form the bad habit of not handing in homework. This is an unexpected growth of the author as a new teacher. In the study and analysis of students' physical composition, the author finds that writing composition can stimulate students' rich imagination, expand students' thinking breadth, and improve students' writing ability. A physics teacher can learn about the students' current mental state, thinking situation, thinking level and understanding of the laws of physics through writing. At the same time, the physics teacher can communicate with the students through the physical composition, learn from each other, and make common progress. Therefore, the author believes that writing composition as a new form of physics homework can effectively promote the teachers and students.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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