基于建构主义的云南省高中物理演示实验教学研究
发布时间：2018-07-13 10:22
【摘要】：演示实验是物理课堂教学的重要环节,有效的演示实验教学有利于学生观察并总结物理规律,提高学生了解和探索世界的能力。然而,现今高中物理演示实验教学常常忽视了学生的观察能力、动手实践能力、收集资料能力等的培养。因此,如何构建有效的物理演示实验教学模式及策略,成为了物理实验教学中值得进一步研究的课题。本文在分析建构主义理论的基础之上,结合云南省高中物理演示实验教学的实际情况,提出了适合云南省物理演示实验教学的有效教学策略,主要工作如下:通过学生问卷和教师访谈,对云南省的高中物理演示实验教学现状进行调查,发现大部分教师和学生都很重视演示实验,普遍认为演示实验是物理教学不可缺少的一部分;与此同时,多数学生会预习实验内容并渴望自己动手演示实验,但教师往往担心课堂失控,几乎是独自完成所有的演示实验,导致学生处于被动学习的状态。结合云南省高中物理演示实验教学的实际情况,结合建构主义理论,提出了可以让学生作为主角完成演示实验的观点,并从高中《物理课程标准》的目标以及高中生的知识能力水平两个方面分析了该观点的可行性;结合云南省高中学生的认知特点以及演示实验的难易程度,提出了自主演示实验策略、小组合作演示实验策略和师生共同完成实验策略;最后,以知识点“失重”的情境创设为例,从资料收集、演示实验的表演、展示等几个环节,对比教师和学生分别作为“表演者”的演示实验教学模式,从中发现让学生作为主角完成演示实验更利于培养学生的动手能力、创新能力以及分析解决问题的能力,有助于提高学生学习积极性,从而提高演示实验的教学效果。基于建构主义学习理论和学生作为“表演者”的演示实验教学模式,设计了“楞次定律”、“全反射”、“几种常见的磁场”三个教学案例。在案例的设计过程中,从实践和理论两个角度明确了学生和教师在演示实验前、实验中、实验后各自的任务和分工,突出了学生为知识的主动构建者,教师为辅助者的建构思想。
[Abstract]:Demonstration experiment is an important link in physics classroom teaching. Effective demonstration experiment teaching is helpful for students to observe and summarize the laws of physics and improve their ability to understand and explore the world. However, the present physics demonstration experiment teaching in senior high school often neglects the cultivation of students' ability of observation, hands-on practice, data collection and so on. Therefore, how to construct effective physical demonstration experiment teaching mode and strategy has become a subject worthy of further study in physics experiment teaching. Based on the analysis of constructivism theory and the actual situation of physics demonstration experiment teaching in Yunnan senior high school, this paper puts forward an effective teaching strategy suitable for physics demonstration experiment teaching in Yunnan province. The main work is as follows: through student questionnaire and teacher interview, the present situation of physics demonstration experiment teaching in senior high school in Yunnan Province is investigated, and it is found that most teachers and students attach great importance to demonstration experiment. It is generally accepted that demonstration experiments are an integral part of physics teaching; at the same time, most students prepare for the experiment and are eager to do it themselves, but teachers tend to fear that the classroom is out of control and do almost all the demonstration experiments on their own. The result is that students are in a passive learning state. Combined with the actual situation of physics demonstration experiment teaching in senior high school in Yunnan Province and the constructivism theory, this paper puts forward the viewpoint that students can be the protagonists to complete the demonstration experiment. It also analyzes the feasibility of this viewpoint from two aspects: the goal of physics curriculum standard in senior high school and the level of knowledge ability of senior high school students, combined with the cognitive characteristics of senior high school students in Yunnan province and the difficulty degree of demonstration experiment. Put forward the strategy of self-demonstration experiment, group demonstration experiment strategy and teachers and students to complete the experiment strategy together; finally, take the "weightlessness" situation creation of knowledge point as an example, from the data collection, demonstration experiment performance, display and so on several links, Comparing with the demonstration experiment teaching mode in which teachers and students act as "performers", it is found that it is more helpful to train students' practical ability, innovation ability and ability of analyzing and solving problems by allowing students to complete demonstration experiments as protagonists. It is helpful to improve the enthusiasm of students and improve the teaching effect of demonstration experiment. Based on the constructivist learning theory and the demonstration experiment teaching model of students as "performers", three teaching cases, "Lenz law", "total reflection" and "several common magnetic fields", are designed. In the design process of the case, from the perspective of practice and theory, this paper clarifies the tasks and division of labor between students and teachers before and after the demonstration experiment, and highlights the students as the active constructors of knowledge. The construction thought of teacher as assistant.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2119026
[Abstract]:Demonstration experiment is an important link in physics classroom teaching. Effective demonstration experiment teaching is helpful for students to observe and summarize the laws of physics and improve their ability to understand and explore the world. However, the present physics demonstration experiment teaching in senior high school often neglects the cultivation of students' ability of observation, hands-on practice, data collection and so on. Therefore, how to construct effective physical demonstration experiment teaching mode and strategy has become a subject worthy of further study in physics experiment teaching. Based on the analysis of constructivism theory and the actual situation of physics demonstration experiment teaching in Yunnan senior high school, this paper puts forward an effective teaching strategy suitable for physics demonstration experiment teaching in Yunnan province. The main work is as follows: through student questionnaire and teacher interview, the present situation of physics demonstration experiment teaching in senior high school in Yunnan Province is investigated, and it is found that most teachers and students attach great importance to demonstration experiment. It is generally accepted that demonstration experiments are an integral part of physics teaching; at the same time, most students prepare for the experiment and are eager to do it themselves, but teachers tend to fear that the classroom is out of control and do almost all the demonstration experiments on their own. The result is that students are in a passive learning state. Combined with the actual situation of physics demonstration experiment teaching in senior high school in Yunnan Province and the constructivism theory, this paper puts forward the viewpoint that students can be the protagonists to complete the demonstration experiment. It also analyzes the feasibility of this viewpoint from two aspects: the goal of physics curriculum standard in senior high school and the level of knowledge ability of senior high school students, combined with the cognitive characteristics of senior high school students in Yunnan province and the difficulty degree of demonstration experiment. Put forward the strategy of self-demonstration experiment, group demonstration experiment strategy and teachers and students to complete the experiment strategy together; finally, take the "weightlessness" situation creation of knowledge point as an example, from the data collection, demonstration experiment performance, display and so on several links, Comparing with the demonstration experiment teaching mode in which teachers and students act as "performers", it is found that it is more helpful to train students' practical ability, innovation ability and ability of analyzing and solving problems by allowing students to complete demonstration experiments as protagonists. It is helpful to improve the enthusiasm of students and improve the teaching effect of demonstration experiment. Based on the constructivist learning theory and the demonstration experiment teaching model of students as "performers", three teaching cases, "Lenz law", "total reflection" and "several common magnetic fields", are designed. In the design process of the case, from the perspective of practice and theory, this paper clarifies the tasks and division of labor between students and teachers before and after the demonstration experiment, and highlights the students as the active constructors of knowledge. The construction thought of teacher as assistant.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
【参考文献】
相关期刊论文 前10条
1 孙艳;刘旺盛;张立中;;基于建构主义的物理演示实验教学探索与实践[J];高教学刊;2016年02期
2 谢业科;;如何运用建构主义教学理论开展高中物理实验探究教学[J];快乐阅读;2015年14期
3 赵莹;;猜想探究 自主构建——“几种常见的磁场”教学设计[J];物理教师;2015年02期
4 黄睿;;浅议高中物理实验的优化与改进[J];中学教学参考;2015年05期
5 朱柏树;;基于建构主义的大气压强演示实验的创新设计[J];中学物理教学参考;2015年Z1期
6 殷丽;;高中物理实验教学知识建构策略探析[J];中学物理;2014年21期
7 徐荣兵;;运用物理实验思想进行物理思维能力的构建[J];中学物理;2014年13期
8 宋春旗;陈燕燕;;浅谈建构主义的学习观与教学观[J];教育观察(上旬刊);2014年02期
9 房永琛;;建构主义下物理实验教学的优化策略[J];湖南中学物理;2012年08期
10 唐攀章;;创设情境 引导建构——谈两个物理实验设计[J];中学时代;2012年14期
相关博士学位论文 前1条
1 艾兴;建构主义课程研究[D];西南大学;2007年
相关硕士学位论文 前10条
1 张毅敏;基于建构主义理论的高中物理《静电场》的教学研究[D];苏州大学;2015年
2 朱亚红;开发物理演示实验探究教学功能的研究[D];南京师范大学;2015年
3 刘畅;中学物理演示实验教学的优化策略研究[D];东北师范大学;2013年
4 李晓惠;基于建构主义理论指导下的“自主探究”式教学研究[D];辽宁师范大学;2012年
5 高梦云;高中物理演示实验教学改进策略研究[D];东北师范大学;2011年
6 张艳华;高中物理“自主、合作、探究”实验教学模式的教学研究[D];内蒙古师范大学;2011年
7 杜瑞霞;物理实验教学对学生学习主动性影响的实践研究[D];河南师范大学;2011年
8 袁发军;基于建构主义理论的中学物理教学设计[D];湖南师范大学;2008年
9 孙秀梁;基于建构主义的高中物理教学设计新探索[D];南京师范大学;2008年
10 苏艳丽;新课程理念下中学物理演示实验的改进研究[D];东北师范大学;2006年
，本文编号：2119026
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2119026.html
