高中生“机械振动、机械波”相异构想的研究

发布时间：2018-06-09 23:19

本文选题：机械振动 + 机械波　；参考：《华中师范大学》2017年硕士论文

【摘要】：无论是在进行科学学习之前,还是在进行科学学习之后,学生都存在着很多偏离科学现象本质和科学概念的理解和认识,我们统称为相异构想。相异构想是当今国际国内的教育研究热点之一,它对教学有着非常重大的影响。“机械振动、机械波”这两章包含众多复合概念,是高中物理的重要内容,此前,却因高考设置的原因在国内的相异构想研究中处于空白状态。本文以建构主义和奥苏泊尔的学习理论为基础,编制了二段式诊断性测试卷,诊断出学生在“机械振动、机械波”这两章学习后所存在的相异构想,分析了相异构想形成的原因,并提出了转变这些相异构想的教学策略以及具体的教学设计,最后选择了两个班作为实验班和对照班进行了教学实践研究。调查结果表明,学生在“机械振动、机械波”这两章学习后所存在的主要相异构想有:(1)人和波源之间的距离越远,人接受到的频率越低;(2)振源停止振动,介质仍然会持续振动;(3)单摆的回复力就是摆子所受的合外力;(4)振幅越大,单摆的周期越大;(5)振幅等于振子在四分之一个周期内通过的路程大小;(6)回复力的公式F=-kx中的k就是弹簧的劲度系数;(7)两列波叠加后,只要出现振动加强或减弱就是发生明显干涉;(8)回复力的方向与波的传播方向有关;(9)作受迫振动的物体,振动频率等于固有频率;(10)弹簧振子的平衡位置一定在弹簧的原长处。结合相异构想的具体内容和对学生的访谈以及教育心理学等理论,笔者对学生产生这些相异构想的深层原因进行了剖析,将原因归为以下六个方面:(1)先入为主的生活经验,(2)未能深刻理解概念的内涵,(3)知识的负迁移,(4)以偏概全的思维定势,(5)线性求简的逻辑思维模式,(6)功能固着的惯性思维。基于本文探查出的相异构想,结合建构主义和奥苏泊尔的学习理论,笔者提出了转变这些相异构想的六个策略:(1)充分了解学生的相异构想;(2)通过辨析明确概念内涵;(3)提高概念学习的直观性;(4)呈现特殊文本;(5)引发认知冲突构建科学概念;(6)通过探究性实验加深理解。基于这些教学策略针对新授课、复习课、习题课、实验课四种不同课型进行教学设计,并在此基础上进行了教学实践。实践表明,实验班和对照班在实施了不同的教学策略后,取得了明显不同的教学效果。实验班的学生在较短的时间内提高了对概念的理解水平,但是解题能力的提高则不明显。
[Abstract]:Whether before or after the scientific study, students have a lot of understanding and understanding that deviate from the essence of scientific phenomena and scientific concepts. The concept of difference is one of the hot spots of educational research at home and abroad, and it has a great influence on teaching. "Mechanical Vibration, Mechanical Wave" contains many complex concepts, which is an important part of physics in senior high school. Before this chapter, however, due to the setting of the college entrance examination, the research on different ideas in China was in a blank state. On the basis of constructivism and Osupeor's learning theory, a two-stage diagnostic test paper is developed to diagnose the students' different ideas after studying in "Mechanical Vibration, Mechanical Wave". This paper analyzes the reasons for the formation of different ideas, and puts forward the teaching strategies and specific teaching design to change these different ideas. Finally, two classes are chosen as experimental classes and control classes to carry out teaching practice research. The results of the investigation show that the main different ideas that exist after students study the two chapters "Mechanical Vibration, Mechanical Wave" are: the farther the distance between the person and the source is, the lower the frequency of receiving the vibration is and the lower the frequency of the vibration source is to stop the vibration. The return force of a simple pendulum is the greater the amplitude of the combined external force of the pendulum. The larger the period of a pendulum is, the larger the amplitude is equal to 6) the return force of the oscillator passing through a quarter of a period. The k in F _ (-kx) is the stiffness coefficient of the spring and the coefficient of stiffness is 7) after the superposition of the two rows of waves. As long as the vibration is strengthened or weakened, the direction of the recovery force is obviously interfered with the direction of the wave propagation. The vibration frequency is equal to that of the natural frequency and the balance position of the spring oscillator must be in the original strength of the spring. Combined with the concrete contents of different ideas, interviews with students, educational psychology and other theories, the author analyzes the deep reasons for the students to produce these different ideas. The reason is divided into the following six aspects: 1) preconceived life experience / 2) failure to deeply understand the connotation of the concept / 3) the negative transfer of knowledge / the failure to understand deeply the connotation of the concept / Based on the different ideas explored in this paper, combined with constructivism and Osupeor's learning theory, The author puts forward six strategies to change these different ideas: 1) fully understand students' different ideas 2) improve the intuitiveness of concept learning by discriminating and clarifying the concept connotation / 3) present a special text and construct a science of cognitive conflict. Concept 6) deepening understanding through exploratory experiments. On the basis of these teaching strategies, the teaching design is carried out according to the four different teaching patterns of new teaching, revision, exercise and experiment, and the teaching practice is carried out on this basis. Practice shows that the experimental class and the control class have achieved different teaching effects after implementing different teaching strategies. The students in the experimental class improved their understanding of the concept in a short time, but the ability to solve problems was not obvious.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】