关注学生差异的高中物理学习个别指导实践

发布时间：2018-05-15 15:38

本文选题：学生物理方面的差异 + 个别指导　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：当下,随着教育理念的不断革新、教育改革的不断深入,学生个体的差异也越来越受到关注。传统“一刀切”的教育方式,已经远远不能满足社会对教育的需求,因此我国进行了新一轮的基础教育课程改革,改革明确提出:“在教学过程中,教师应尊重学生的人格,关注个体差异,满足不同学生的学习需要,创设能引导学生主动参与的教育环境,激发学生的学习积极性,培养学生掌握和运用知识的态度和能力,使每个学生都能得到充分的发展”。那么具体到高中物理教学中,该怎样满足上述要求?对于高一新生来说,由于个人的兴趣爱好、经历等其他方面的差异,进入高中以后所面临的物理学习方面的问题也各不相同,例如对于物理成绩较好的学生可以适当的“拔高”,而基础较差学生则需要“补差”。笔者以学生间的这些差异为切入点,深入研究学生间的差异并针对具体问题实施个别指导,真正实现关注学生差异、满足不同学生的需求。本课题对涉及到的学生物理方面的差异、个别指导进行了界定。差异教学理念和建构主义学习理论为针对高中生物理学习方面的差异进行个别指导提供了理论基础,论证了针对高中生物理学习方面的差异进行个别指导的合理性和必要性,简要介绍了个别指导实施的时间安排、实施策略和实施原则。笔者在安阳市文源高中进行教学实践,在高一年级七班、八班两个班级开展物理教学。实践前期,通过访谈等方式了解两个班级107名学生对实行个别指导的态度以及物理学习方面的问题,根据得到的信息结合新课程标准、导师的建议、学生的认知特征制定个别指导方案,在之后的个别指导过程中,笔者根据学生的反应及时调整已拟定好的方案,力争每一次个别指导都能使学生有所进步。最后,通过考试成绩、观察、交流等多种方式检验个别指导的效果。从笔者所指导的学生来看,成绩都有一定的提高、物理学习兴趣得到了培养、师生关系的更加融洽。证明了本文所提出观点的可行性和有效性。
[Abstract]:At present, with the innovation of educational idea and the deepening of educational reform, students' individual differences are paid more and more attention. The traditional "one-size-fits-all" approach to education is far from meeting the needs of society. Therefore, China has carried out a new round of basic education curriculum reform, which clearly states: "in the process of teaching, teachers should respect the personality of students. Pay attention to individual differences, meet the learning needs of different students, create an educational environment that can guide students to participate actively, stimulate students' enthusiasm in learning, and cultivate students' attitude and ability to master and apply knowledge. So that every student can be fully developed. So how to meet the above requirements in physics teaching in senior high school? For freshmen, due to differences in personal interests, experiences, and other aspects, the problems they face in physics learning after entering high school are different. For example, students with better physics scores can be properly "elevated", while students with poor fundamentals need to be "compensated". The author takes these differences among students as the breakthrough point, deeply studies the differences among students and carries out individual guidance in the light of specific problems, so as to truly pay attention to the differences of students and meet the needs of different students. In this paper, we define the difference of students' physics. The theory of differential teaching and constructivism provides a theoretical basis for the individual guidance of the differences in physics learning of senior high school students, and demonstrates the rationality and necessity of individual guidance for the differences in physics learning of senior high school students. This paper briefly introduces the time arrangement, implementation strategy and implementation principle of individual instruction and implementation. The author carries on teaching practice in Wenyuan High School of Anyang City, and carries out physics teaching in Class 7 and Class 8 of Grade 1 Senior High School. In the early stage of practice, 107 students in two classes were interviewed to understand their attitude towards individual guidance and problems in physics learning. According to the information obtained and the new curriculum standards, the tutor suggested, In the later individual guidance process, the author adjusts the plan in time according to the students' reaction, and tries to make the students progress with each individual instruction. Finally, test scores, observation, communication and other ways to test the effectiveness of individual guidance. From the point of view of the students guided by the author, the achievement has been improved, the interest in physics learning has been cultivated, and the relationship between teachers and students has become more harmonious. The feasibility and validity of this paper are proved.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】