分层教学在初中物理教学中的实践研究

发布时间：2018-06-02 12:23

本文选题：物理 + 分层教学　；参考：《广州大学》2017年硕士论文

【摘要】：本文以促进学生发展,培养学生的创新精神和实践能力为出发点,进行物理分层教学的实践研究。在国外,分层教学始于西方国家,并受到西方教育家的重视,在我国,分层教学可追溯到2000多年前,孔子曾提出了因材施教的教育理念。本文以因材施教教育理论,人本主义教育理论、多元智能理论为支撑,结合学生的心理特点及初中物理的学科特点进行分层教学。本文的研究对象是广州市某中学初二(3)班的全体学生,本文通过问卷调查的形式,了解学生在进行分层教学前的物理学习情况,并结合学生的期中测试成绩,把学生分为A、B、C三个层次,根据学生的特点进行目标分层、作业分层、辅导分层,设计行而有效的分层教学实践,由此进行教学实验,最后,调查学生在经历分层教学的教学方式后的物理学习情况,并对比前测与后测的物理学习情况,及前后测学生物理成绩变化情况。本文共五个章节,第一章是前言部分。主要介绍分层教学的研究背景,研究目的及研究意义。第二章是分层教学在物理教学中的应用研究现状与问题提出。介绍了国外和国内分层教学的研究及发展情况,及问题的提出。第三章是分层教学的理论依据,其中包含概念界定,理论依据及分层原则等内容,第四章是本文的重点内容,分层教学在初中物理教学中的实践研究,第五章是总结与建议部分,介绍了实施分层教学的成果及不足。通过分层教学的实践研究,最终得出以下结论:分层教学的实践研究在一定程度上达到了因材施教的教学效果,在实施分层教学的过程中,教师与学生建立了良好的师生关系,同时提高了教师的教学管理和组织能力,另外,学生的学习兴趣,求知欲及主动性有显著性提高,但是,在实施分层教学的过程遇到了一些问题,比如,个人的教学经验不足,还没掌握教育教学组织和管理的技巧,这也会影响分层教学的效果。
[Abstract]:In order to promote the development of students and cultivate students' innovative spirit and practical ability, this paper carries out the practical research of physics stratification teaching. In foreign countries, stratified teaching begins in western countries and is valued by western educators. In our country, stratified teaching can be traced back to more than 2000 years ago, Confucius had put forward the educational concept of teaching according to his aptitude. Based on the educational theory of individualism, humanism and multiple intelligences, this paper combines the psychological characteristics of students and the characteristics of physics in junior high school to carry out layered teaching. The research object of this paper is all the students in the second year of middle school in Guangzhou. Through the form of questionnaire, we can find out the students' physics learning situation before the stratified teaching, and combine with the students' midterm test results. According to the characteristics of the students, the students are divided into three levels: goal stratification, homework stratification, tutoring stratification, designing effective layered teaching practice. This paper investigates the physical learning of students after experiencing the teaching method of stratified teaching, and compares the physical learning of pre-test and post-test, as well as the changes of students' physics scores before and after the test. This article has five chapters, the first chapter is the preface part. This paper mainly introduces the research background, purpose and significance of stratified teaching. The second chapter is the current situation and problems of the application of stratified teaching in physics teaching. This paper introduces the research and development of stratified teaching both at home and abroad, and puts forward some problems. The third chapter is the theoretical basis of stratified teaching, including the definition of the concept, the theoretical basis and the principle of stratification, the fourth chapter is the focus of this paper, stratified teaching in junior high school physics teaching practice research, The fifth chapter is the summary and the suggestion part, has introduced the achievement and the insufficiency of the stratified teaching. Through the practice research of stratified teaching, the following conclusions are drawn: the practical research of stratified teaching has achieved the teaching effect of teaching according to aptitude to a certain extent, and in the process of implementing stratified teaching, teachers and students have established a good teacher-student relationship. At the same time, teachers' ability of teaching management and organization has been improved. In addition, students' interest in learning, desire for knowledge and initiative have been significantly improved. However, some problems have been encountered in the process of implementing layered teaching, such as the lack of personal teaching experience. The skill of teaching organization and management has not been mastered yet, which will affect the effect of stratified teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】