自我效能感在高中物理课堂提问中的应用

发布时间：2018-07-08 18:44

本文选题：课堂提问 + 自我效能感　；参考：《上海师范大学》2017年硕士论文

【摘要】：人类的思维活动从疑问出发,物理学的研究从问题出发,在不断地解决问题的过程中,物理学得以建立、发展和完善。提问是教师试图引导学生进行言语反应的一种刺激信号,在物理课堂教学中,课堂提问是师生课堂中学习物理、交流物理的一种重要手段。物理教学中的提问,也是给学生制造问题,引起注意,变化课堂节奏,激发思考,启发思维以及解决物理问题的一个重要方法。自我效能感是美国心理学家班杜拉提出的一个概念,此理论起初在临床心理学中的应用颇多,近些年来在学校教育中的应用也逐渐增多。自我效能感是指个体对自己在某方面的效用、能力的感知,是指个体自我认知的一种表现。物理学科是一门综合程度极高的自然学科,具有抽象性、复杂性等一些特性。物理学习自我效能感是影响学习者物理学习质量的重要因素。从影响学生高中物理学习上来说,教育者应重视受教育者的物理学习自我效能感。课堂提问不仅具有传递知识的功能,也是激发学生思考的重要手段。自我效能感是指个人对是否有能力去操作行为的期望。两者之间具有一定的契合性,尤其是在自我效能感的来源方面,课堂上学生回答提问的结果,不仅将对学生个体乃至全班同学都会产生一系列微妙的影响。对课堂提问及自我效能感的契合性的深入解读,将自我效能感应用到高中物理课堂提问中,有利于我们更好把握好课堂这块教学主阵地,有利于培养学生的学习动机,还有利于自我效能感理论的进一步研究。本文有六个部分组成:一、引言,通过在知网等渠道,对相关文献进行查阅,主要对课堂提问以及自我效能感理论等内容进行文献综述,并简述了本文的研究方法。二、研究的理论基础,首先介绍了人本主义心理学的理论,建构主义的观点,师生互动的观点,以及最近发展区理论的介绍,其次具体介绍了自我效能感理论,结合它的内涵、功能、来源以及在高中物理教学中的应用,最后介绍了课堂提问,以及高中物理课堂提问的特点。三、高中物理课堂提问的调查与分析,通过设计问卷调查实施并分析问卷,得出高中物理课堂提问中的特点,为实验的实施做好准备工作。四、自我效能感在高中物理课堂提问中应用的策略,从自我效能感以及高中物理课堂提问的契合性出发,探索出自我效能感理论在高中物理课堂提问中的教学策略,以及提问在课前、课上、课后的应用流程。五、自我效能感在高中物理课堂提问中的实践研究,分析实践研究方案,设计对实验组进行试验的教学案例,并分析案例的设计思路。六、结论,对本文的研究进行总结,分析不足之处以及提出对未来的展望。
[Abstract]:In the process of solving problems, physics has been established, developed and perfected. Questioning is a kind of stimulative signal that teachers try to guide students to respond to speech. In physics classroom teaching, classroom questioning is an important means for teachers and students to learn physics and communicate physics. Questioning in physics teaching is also an important method to create problems, attract attention, change classroom rhythm, stimulate thinking, enlighten thinking and solve physical problems. Self-efficacy is a concept put forward by American psychologist Bandura. This theory has been widely used in clinical psychology at first and has been gradually applied in school education in recent years. The sense of self-efficacy refers to the individual's perception of his own utility and ability in a certain aspect, and it is a manifestation of individual self-cognition. Physics is a natural subject with a high degree of synthesis, which has some characteristics such as abstractness and complexity. The sense of self-efficacy in physics learning is an important factor affecting the quality of physics learning. In terms of influencing students' physics learning in senior high schools, educators should attach importance to the students' sense of self-efficacy in physics learning. Classroom questioning not only conveys knowledge, but also stimulates students to think. Self-efficacy is the expectation that an individual has the ability to behave. There is a certain correspondence between the two, especially in the source of self-efficacy. The result of students answering questions in class will not only have a series of subtle effects on the students as well as the whole class. The deep interpretation of the compatibility of classroom questioning and self-efficacy, and the application of self-efficacy induction to high school physics classroom questioning, will help us better grasp the main position of classroom teaching and cultivate students' learning motivation. It is also beneficial to the further study of the theory of self-efficacy. There are six parts in this paper: first, the introduction, through the knowledge network and other channels to consult the relevant literature, mainly on the classroom questioning and self-efficacy theory literature review, and briefly described the research methods of this paper. Second, the theoretical basis of the study, first introduced the theory of humanism psychology, constructivism, teacher-student interaction, as well as the theory of the recent development zone, and then introduced the theory of self-efficacy, combined with its connotation. Function, source and application in physics teaching in senior high school. Finally, the paper introduces the classroom questioning and the characteristics of high school physics classroom questioning. Third, the investigation and analysis of high school physics classroom questions, through the design and implementation of questionnaires and analysis of the questionnaire, the characteristics of senior high school physics classroom questions, to prepare for the implementation of the experiment. Fourth, the strategy of self-efficacy applied in high school physics classroom questioning, from the perspective of self-efficacy and the compatibility of senior high school physics classroom questions, this paper explores the teaching strategies of self-efficacy theory in senior high school physics classroom questioning. And the application flow of asking questions before, during and after class. Fifth, the practical research of self-efficacy in the high school physics classroom questioning, the analysis of the practical research program, the design of the experimental group of teaching cases, and analysis of the design ideas of the case. Sixth, the conclusion, this paper summarizes the research, analyzes the deficiency and puts forward the prospect of the future.
【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

【参考文献】