利用实验探究教学提高学生物理学习自我效能感的研究

发布时间：2018-06-01 14:06

本文选题：高中生 + 物理学习自我效能感　；参考：《南京师范大学》2017年硕士论文

【摘要】：自我效能感是个体在面对某一事件(或任务)时,对自己能否完成这一事件(或任务)的主观判断,是一种个体对自己某方面效能与能力的感知。物理学习自我效能感是学生基于自身掌握的物理知识、物理学科技能以及自己以往的学习经验,在特定的情境下,对自己能否有能力解决(或完成)某项物理探究任务或问题的自信程度的一种主观判断。从学生发展的角度出发,对教育质量的评价不能仅停留在学业成绩上,而应重视受教育者的自我效能感水平的评价。物理实验探究教学强调以物理实验为载体,在教师的指导下,学生主动探索,亲身体验,获取知识培养能力的过程。将物理实验与探究教学结合在一起,学生亲身体验实验过程,探究物理原理和规律的教学。本文基于物理实验探究教学的特点,探讨利用物理实验探究教学提高学生物理学习自我效能感水平的可行性。设计物理实验探究教学案例,并在高一年级两个班级中进行教育实验,通过教育实验得出主要结论:(1)高一学生的物理学习自我效能感总体水平不容乐观,但是经过教育实验,实验班学生的效能感总体水平有显著提升;从效能感的七个向度出发,除了作业与考试表现这一向度进步不是很明显之外,其余六个向度都有明显的提升。说明本研究提出的通过实验探究教学提高学生物理学习自我效能感的方法是有效可行的。(2)效能感七个向度中,实验室活动、解决物理问题的能力、观念表达与应用以及教师学生互动这四个向度提升较为明显。物理实验探究教学以实验为基础,在探究活动中学生间、师生间的互动更加频繁,因此在与同学、老师的交流过程中,学生的观念表达与应用以及师生互动这两个向度的提升显得较为明显。
[Abstract]:Self-efficacy is an individual's subjective judgment on whether he or she can accomplish an event (or task) in the face of an event (or task). It is also a perception of one's own efficacy and ability. The sense of self-efficacy in physics learning is based on the students' knowledge of physics, their skills in physics and their previous learning experience. A subjective judgment as to whether or not one is capable of solving (or completing) a physical inquiry task or problem. From the point of view of students' development, the evaluation of educational quality should not only focus on academic achievement, but also on the evaluation of the self-efficacy level of the educatee. The physical experiment inquiry teaching emphasizes the process of taking physics experiment as the carrier, under the guidance of the teacher, the students take the initiative to explore, experience and acquire the knowledge cultivation ability. Combining the physics experiment with the inquiry teaching, the students experience the experiment process and explore the teaching of physics principle and law. Based on the characteristics of physics experiment inquiry teaching, this paper discusses the feasibility of using physics experiment inquiry teaching to improve students' self-efficacy in physics learning. The teaching case of physics experiment is designed, and the teaching experiment is carried out in the two classes of grade one of senior high school. The main conclusion of the experiment is that the overall level of self-efficacy in physics learning of the first grade students is not optimistic, but through the educational experiment, the students' self-efficacy in physics learning is not optimistic. The overall level of the students' sense of efficacy in the experimental class was significantly improved, and from the perspective of the seven dimensions of the sense of efficacy, except that the improvement of the performance of homework and examination was not obvious, the other six dimensions were obviously improved. It shows that the method proposed in this study to improve students' self-efficacy in physics learning through experimental inquiry teaching is effective and feasible. The four dimensions of concept expression and application and teacher-student interaction are obvious. The physics experiment inquiry teaching is based on experiment, and the interaction between students and teachers is more frequent, so in the process of communicating with students and teachers, Students'concept expression and application as well as teacher-student interaction, the two dimensions of the promotion is more obvious.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】