浮力与阿基米德原理整合式探究教学设计

发布时间：2018-05-31 14:19

本文选题：初中物理 + 浮力　；参考：《广西师范大学》2017年硕士论文

【摘要】：对于义务教育阶段的物理课程是作为科学教育的重要组成部分存在的,在这个阶段的物理课程它作为一门自然科学课程,主要的目标是提高学生们的科学素养,在义务教育阶段的物理课程,科学知识的传授和技能的训练固然重要,但是更应该培养学生的科学探究能力,培养学生在生活中发现问题,积极动脑解决问题,发现真理的能力。使学生掌握物理基础知识和方法的同时,养成良好的思维习惯,在分析问题、解决问题或做决定时能够运用科学知识和科学研究方法。要使同学们对物理知识产生兴趣,一个很好的途径就是从学生的日常生活中寻找资源,选择密切贴近生活的事例入手,让学什么去思考去探究,这样更容易调动学生学习物理科学知识的积极性。因此,笔者根据自己学习的探究教学理论、观摩的优秀教师的探究教学案例以及近两年的教学实践经历,以水饺这一生活中常见的食物为例,尝试把浮力的相关知识设计成一个探究式的教学案例。笔者翻阅了很多版本的初中物理教材中有关浮力这一部分的内容,发现教材的“测量铝块浸没水中所受的浮力”实验这一传统实验可以用水饺这一更加贴近生活的元素来进行探究式实验教学来代替。本文设计的有关浮力与阿基米德原理的整合式探究式教学案例是笔者用心思考钻研开发的,希望对从事探究式教学的老师们起到些许帮助。论文一共分为五部分。第一部分为引言,介绍了研究问题的来源、背景、研究的目的以及研究的理论基础。阐述了为什么选择以水饺这一载体进行研究,笔者翻阅浮力、阿基米德原理相关教材时发现的问题以及此探究性教学案例设计的意义。第二部分主要阐述了开展教学设计前,笔者对于教学活动对象——初三学生的分析;对于初中物理有关浮力部分教材的的研究,以及有关浮力与阿基米德原理教学现状的调查与分析,其中笔者翻阅了大量的与浮力以及阿基米德原理的教学设计相关的文献,对一线教师以及从事相关内容的教育工作者的教学现状进行了详尽的调查,这些调查给了笔者的教学设计很多启发。第三部分详细的介绍浮力以及阿基米德原理的探究式教学设计。其中包括探究活动所要解决的问题、活动的对象、整体的设计框架、课程的安排。第四部分为笔者的教学实录,即在对各方面进行了调查之后对教学进行详尽设计后的实践,以及在实践课以后学生们上课的感想。第五部分为笔者的总结与反思,包含对探究活动选材和设计过程的总结与反思,对浮力以及阿基米德原理探究式教学案例设计的总结与反思,对探究式教学的认识与思考。
[Abstract]:The physics curriculum in compulsory education is an important part of science education. As a natural science course, the main goal of physics curriculum in this stage is to improve the students' scientific literacy. In the physics course of compulsory education, the teaching of scientific knowledge and the training of technical skills are important, but it is more important to cultivate students' ability of scientific inquiry, to cultivate students to find problems in their daily life, and to actively use their brains to solve problems. The ability to discover truth. At the same time, students can master basic knowledge and methods of physics, form good thinking habits, and be able to use scientific knowledge and scientific research methods when analyzing problems, solving problems or making decisions. A good way to get students interested in physics is to look for resources in their daily lives, to choose examples that are close to life, and to learn what to think about and explore. In this way, it is easier to arouse the enthusiasm of students to learn the knowledge of physics science. Therefore, according to the inquiry teaching theory of my own study, the case of excellent teachers' inquiry teaching and the teaching practice in the past two years, the author takes dumplings, a common food in life, as an example. Try to design buoyancy related knowledge as an inquiry teaching case. The author flipped through many versions of junior high school physics textbooks about buoyancy. It is found that the traditional experiment of "measuring the buoyancy of aluminum block immersed in water" can be replaced by the "dumpling", an element closer to life. The integrated inquiry teaching case of buoyancy and Archimedes principle designed in this paper is studied and developed by the author with the intention of giving some help to teachers engaged in inquiry teaching. The paper is divided into five parts. The first part introduces the origin, background, purpose and theoretical basis of the research. This paper expounds the reasons for choosing the carrier of dumpling to carry on the research, the author looks through the buoyancy, the Archimedes principle related teaching material to discover the question and the significance of this inquiry teaching case design. The second part mainly expounds the author's analysis of the teaching activity object-junior high school students before the development of teaching design, and the research on the buoyancy part of junior high school physics. And the investigation and analysis of the present situation of buoyancy and Archimedes principle teaching, in which the author has read a lot of literature related to buoyancy and the teaching design of Archimedes principle. This paper makes a detailed investigation on the current teaching situation of teachers and educators engaged in related contents, which gives a lot of inspiration to the author's teaching design. The third part introduces buoyancy and Archimedes principle of inquiry teaching design in detail. These include the problems to be solved, the object of the activity, the overall design framework, and the course arrangement. The fourth part is the author's teaching record, that is, after the investigation of the various aspects of the teaching after the detailed design of the practice, as well as the students in practice after the class feelings. The fifth part is the author's summary and reflection, including the summary and reflection on the selection and design process of inquiry activities, the summarization and reflection on buoyancy and Archimedes principle inquiry teaching case design, and the understanding and thinking of inquiry teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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