教学方式多样化的初中物理课堂教学实践

发布时间：2018-05-20 09:32

本文选题：初中物理 + 课堂教学　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：初中学生的抽象思维水平相对较低,习惯利用生活经验主观地对事物做出判断,缺乏逻辑推理的能力。而物理知识的学习,往往需要学生进行科学地推理。所以,培养学生的物理思维能力是学好物理的关键。论文是以初中物理课堂教学为案例,运用了问卷调查、课堂观察、谈话和文献法,对笔者所带班级近一年的物理课堂教学进行实践研究。发现,教学方式多样化更适合初中物理课堂教学。在初中物理课堂教学过程中,教师应帮助学生在知识形成的思维过程中清除障碍,理顺思路,采用“思路教学”。要有效地引导学生的思维过程,采用“问题教学”。为了让学生的思路清晰,采用“思维可视化”。在课堂教学的组织形式上,根据初中生的认知能力,对不同的教学内容采用不同的教学形式。如讲授、实验、科学探究、讨论、习题、自主学习等。在课堂教学中,并非一种教学形式单独使用,往往是本着以学生为主体的教学原则,采用多种教学形式相结合。在学习过程中,根据所学知识内容,采用科学的学习方法,如控制变量法、转换法、观察比较法、类比法、等效替代法、理想模型法、科学推理法、图象法、放大法等。通过对课堂教学过程的观察发现,教学方式多样化在初中物理课堂教学中的实施,改善了物理课堂教学环境,让学生主动的参与课堂教学活动,培养了学生学习物理的兴趣,大大提高了物理课堂教学质量,增强了学生的学习能力。同时也促进了教师的专业发展。通过学生成绩的对比分析,说明教学方式多样化在初中物理课堂教学中的效果明显,值得广大初中物理教师借鉴。教学方式多样化在初中物理课堂教学中的实践,是一个长期的发展过程,还需要不断地研究、实践、改进。
[Abstract]:The abstract thinking level of junior middle school students is relatively low and they are accustomed to making subjective judgment on things by using life experience and lack the ability of logical reasoning. However, the study of physics knowledge often requires students to infer scientifically. Therefore, cultivating students' ability of thinking in physics is the key to learning physics well. This paper takes the physics classroom teaching in junior high school as a case study, using questionnaire survey, classroom observation, conversation and literature method, to carry on the practical research on the physics classroom teaching of the author's class for nearly one year. It is found that the variety of teaching methods is more suitable for junior high school physics classroom teaching. In the middle school physics classroom teaching process, the teacher should help the student to clear the barrier in the knowledge formation thought process, straightens out the thought, adopts "the thought teaching". In order to guide the students' thinking process effectively, the problem teaching should be adopted. In order to make the students' thinking clear, we adopt "thinking visualization". According to the cognitive ability of junior high school students, different teaching forms are adopted for different teaching contents. Such as lectures, experiments, scientific inquiry, discussion, exercises, autonomous learning, and so on. In classroom teaching, it is not a single teaching form, but is often combined with a variety of teaching forms based on the principle of taking students as the main body. In the process of learning, scientific learning methods, such as control variable method, conversion method, observation and comparison method, analogy method, equivalent substitution method, ideal model method, scientific reasoning method, image method, magnification method and so on, are adopted according to the contents of the knowledge learned. Through the observation of the classroom teaching process, it is found that the implementation of various teaching methods in the physics classroom teaching in junior high school improves the physics classroom teaching environment, enables the students to participate in the classroom teaching activities actively, and cultivates the students' interest in learning physics. The quality of physics classroom teaching is greatly improved and the students' learning ability is enhanced. At the same time, it also promotes the professional development of teachers. Through the comparative analysis of students' achievements, it is shown that the diversification of teaching methods has obvious effect in junior high school physics classroom teaching, which is worthy of reference by the majority of junior high school physics teachers. The practice of diversification of teaching methods in physics classroom teaching in junior high school is a long-term development process and needs to be continuously studied, practiced and improved.
【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

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