同伴教学法在初中物理教学中的应用研究

发布时间：2018-06-04 16:07

本文选题：同伴教学法 + 物理教学　；参考：《上海师范大学》2017年硕士论文

【摘要】：同伴教学法为学生设计了在课堂上相互讨论、合作学习的环节让学生有机会在角色不断相互转变中共同解决问题,从而提高学生课堂参与度,帮助学生对物理知识形成更丰富、更深刻的理解。经实践研究,同伴教学法适合我国大班教学,能够很快融入到我国传统的课堂教学中。笔者对同伴教学法在八年级物理教学的应用做了初步尝试,在一系列的实践研究中探索同伴教学法在初中物理教学中的可行性及局限性。本文试图将同伴教学法与初中物理课堂教学进行有机结合,提出了基于同伴教学法基础上的物理概念教学、物理规律教学和物理复习教学的新教学模式,并进行了实践研究。本文主要由六部分构成:第一部分主要介绍了同伴教学法的研究背景及意义,并介绍了本课题的研究现状、主要研究内容和所采用的研究方法。第二部分主要介绍了同伴教学法及相关概念界定以及本课题研究所依据的教育教学理论、教育心理学理论等,主要包括班杜拉的观察学习理论、维果斯基的“最近发展区”理论和建构主义理论,并且对初中学生的智力因素和非智力因素的特点进行了简单的分析。第三部分则采用问卷调查法和访谈调查法调查了初中学生物理学习的现状并对其进行分析处理,以判断是否适合采用同伴教学法改善初中学生物理学习现状。第四部分是本文的核心,具体介绍了实施同伴教学法的基本模式。并创设了在物理概念教学、物理规律教学和物理复习教学中实施同伴教学法的实施模式并进行教学实践。第五部分主要是对实施同伴教学法之后的教学效果分析。笔者采用问卷调查法调查了学生对同伴教学法的满意度、同伴教学法在初中物理教学中对学生的物理知识理解能力、课堂参与度以及学习能力的促进作用,采用访谈法了解教师和学生对同伴教学法的态度,并采用SPSS软件对同伴教学法实施前后两次物理成绩进行相关数据定量分析,并得出研究结论。第六部分主要是对本课题研究的总结和展望,总结了研究本课题的反思与创新之处。本研究根据实施同伴教学法的基本模式,结合物理学科特点,首次创建了同伴教学法在物理概念教学、物理规律教学和物理复习教学中的实施模式;并在分析同伴教学法在初中物理教学中的教学效果时,对实施同伴教学法前后三个班级的物理成绩进行了横向比较和纵向比较,并在横向比较中采用SPSS软件对实施同伴教学法前后三个班级的物理成绩是否有显著性差异进行定量分析比较。同伴教学法对提高初中物理课堂教学的有效性具有重要的参考价值,笔者期望能够通过本研究推进同伴教学法在初中物理课堂的运用,丰富初中物理教学方法的研究,为后续研究提供一定的借鉴。
[Abstract]:Peer teaching method is designed for students to discuss each other in class. Cooperative learning provides students with the opportunity to solve problems together in the changing roles of each other, thus enhancing students' participation in class and helping students to form more abundant knowledge of physics. A deeper understanding. Through practical research, the peer teaching method is suitable for large class teaching in our country and can be quickly integrated into the traditional classroom teaching in our country. The author makes a preliminary attempt on the application of peer teaching method in physics teaching of grade eight, and explores the feasibility and limitation of peer teaching method in physics teaching of junior high school in a series of practical studies. This paper attempts to combine the peer teaching method with the physics classroom teaching in junior high school, and puts forward a new teaching model of physics concept teaching, physics law teaching and physics review teaching based on the peer teaching method, and carries on the practice research. This paper consists of six parts: the first part mainly introduces the research background and significance of the peer teaching method, and introduces the research status, the main research content and the research methods adopted. The second part mainly introduces the peer teaching method and the definition of related concepts as well as the educational teaching theory, educational psychology theory and so on, which mainly include Bandura's observational learning theory. Vygoski's theory of "proximal development zone" and constructivism theory, and the characteristics of mental factors and non-intelligence factors of junior high school students are analyzed. In the third part, the present situation of junior high school students' physics learning is investigated by questionnaire and interview, and it is analyzed and processed to judge whether it is appropriate to use peer teaching method to improve the present situation of junior middle school students' physics learning. The fourth part is the core of this paper. In addition, the implementation mode of peer teaching method in physics concept teaching, physics law teaching and physics review teaching is created and the teaching practice is carried out. The fifth part mainly analyzes the teaching effect after the implementation of peer teaching method. The author investigated the students' satisfaction with the peer teaching method by using the method of questionnaire, the promoting effect of the peer teaching method on the students' understanding ability of physics knowledge, classroom participation and learning ability in junior middle school physics teaching. The attitude of teachers and students towards peer teaching method was investigated by interview, and the quantitative analysis of physical scores before and after the implementation of peer teaching method was carried out with SPSS software, and the research conclusions were obtained. The sixth part is the summary and prospect of the research, summarizes the reflection and innovation of the research. According to the basic mode of implementing peer teaching method and combining the characteristics of physics subject, this study first established the implementation mode of peer teaching method in physics concept teaching, physics law teaching and physics review teaching. When analyzing the effect of peer teaching method in junior middle school physics teaching, the paper makes a horizontal and vertical comparison of the physical achievements of three classes before and after the peer teaching method. In the horizontal comparison, the physical scores of the three classes before and after the peer teaching method were quantitatively analyzed and compared by using SPSS software. Peer teaching method has important reference value to improve the effectiveness of junior high school physics classroom teaching. The author hopes to promote the application of peer teaching method in junior middle school physics classroom through this research, and enrich the research of junior middle school physics teaching method. To provide some reference for the follow-up study.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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