PBL教学模式在高中物理教学中的应用研究

发布时间：2018-06-05 09:13

本文选题：PBL + 高中物理　；参考：《广州大学》2017年硕士论文

【摘要】：随着基础教育课程改革的不断深入,各种新的教育理念、教学模式不断被提出和实践,问题导向学习(简称PBL)就是在国外风靡且取得了很好的教学效果的一种教学模式。本文通过研习PBL教学模式的理念和操作模式的有关理论,利用在中学实习的机会,将PBL教学模式应用到高中物理课堂教学当中,并结合问卷调查、成绩分析、教学案例分析等,探讨了在高中物理课堂应用PBL教学模式的优缺点和实施应注意的问题。通过教学实践我们发现,PBL模式教学能对学生以下四个维度有不同程度的促进作用:一是能提高学生的物理学习兴趣,激发学生的学习动机和转变学生的学习方式;二是能增强学生提问的意识,培养学生广度和深度提问;三是能提高学生回答、解决问题的意识和准确度;四是能促进学生上台展示,锻炼学生公开发表个人见解的能力。同时使用PBL教学模式教学对教师自身的素质、教学技巧和学生的自主学习能力都提出了更高的要求。另外,在教学实践中我们也发现了主观和客观两个方面的问题,如师资、教学条件、教材、传统教育观念和经验等方面的问题。最后给出了本研究的成功和不足之处,也提出了展望,希望能为欲使用PBL的教师提供借鉴,为基础教育改革提供参考。
[Abstract]:With the deepening of basic education curriculum reform, various new educational concepts and teaching models have been put forward and put into practice. Problem oriented learning (PBL) is a kind of teaching mode which is popular in foreign countries and has achieved good teaching effect. Through studying the theory of PBL teaching mode and operation mode, this paper applies PBL teaching model to physics classroom teaching in senior high school by taking advantage of the opportunity of practice in middle school, and combines questionnaire survey, score analysis, teaching case analysis, etc. This paper probes into the advantages and disadvantages of applying PBL teaching mode in physics classroom of senior high school and the problems needing attention in its implementation. Through teaching practice, we find that PBL teaching can promote students' learning in the following four dimensions to varying degrees: first, it can improve students' interest in physics learning, stimulate students' learning motivation and change students' learning style; Second, it can enhance students' awareness of asking questions, train students' breadth and depth to ask questions; third, it can improve students' awareness and accuracy of answering and solving questions; fourth, it can promote students' ability to present their views on stage and exercise students' ability to openly express their personal opinions. At the same time, using PBL teaching mode puts forward higher requirements for teachers' own quality, teaching skills and students' autonomous learning ability. In addition, we also find the subjective and objective problems in teaching practice, such as teachers, teaching conditions, teaching materials, traditional educational concepts and experience. Finally, the paper gives the success and deficiency of this research, and also puts forward the prospect, hoping to provide reference for teachers who want to use PBL, and provide reference for the reform of basic education.
【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

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