高中物理选修3-1《静电
发布时间：2018-09-03 06:32
【摘要】：近年来,随着新课程改革的不断深入,其对学生的发展也提出了更多更高的要求。高中物理教学承担着培养学生科学素养,提高学生实践能力及更新学生思维方式等任务。要完成上述任务,做好教学设计是关键。已有的物理教学设计研究中,大部分侧重于理论及宏观层面的分析研究,而对于高中物理单元教学设计研究等实践层面的关注还不够。本研究以认知主义教学理论为指导,选择高中物理教材选修3-1《静电场》为研究载体,运用文献综述及调查研究方法,对其进行系统的教学设计研究。按照教学设计的一般模式,在系统分析教学内容及学情的基础上,结合普通高中物理课程标准制定三维目标,选择教学方法、教学模式和教学策略,然后针对教学的阶段性,选择节课题“库仑定律”、“电场强度”、“电势能电势”、“电势差”、“电势差与电场强度的关系”和“带电粒子在电场中的运动”。教学过程设计主要从新课引入、新课教学和巩固新课三个维度展开。最后,以问卷调查法和访谈法相结合的方式对教学设计开展评价:以“电场强度”的教学设计为材料,对学生用问卷调查的方式,对老师用访谈的方式,了解他们的反馈情况。此外,还通过调查了解一线教师关于教学设计各个环节重要程度的意见。研究结果进一步证实:第一,进行教学设计的一般流程包括分析教学内容,确定教学目标,分析学情,结合实际选择操作方法,最后综合考虑开展过程设计。第二,教学设计的相关环节都有其意义,而确定三维目标、分析学情和过程设计是其中最为关键的部分。第三,无论在内容方面还是方法方面,大学物理和高中物理在静电场部分都存在异同点,共同点主要体现在一些物理量的定义方法及教学内容方面,而差异主要体现在表达式的形式和推导方面;总体来看,大学物理的静电场内容更深更广,逻辑更严密,对物理现象的解释更精准,进行高中物理教学设计必须高度关注大学物理的指导作用。
[Abstract]:In recent years, with the deepening of the new curriculum reform, it has put forward more and higher requirements for the development of students. Physics teaching in senior high school undertakes the task of cultivating students' scientific literacy, improving students' practical ability and renewing students' thinking mode. To complete the above tasks, teaching design is the key. Most of the existing researches in physics teaching design focus on the theoretical and macroscopic analysis, but not enough on the practical aspects such as the teaching design of physics units in senior high school. Under the guidance of cognitive teaching theory, this study chooses 3-1 "electrostatic field" as the research carrier, and carries on systematic teaching design research with literature review and investigation and research methods. According to the general mode of teaching design, on the basis of systematic analysis of teaching content and learning situation, combining with the standard of physics course in ordinary senior high school to formulate three dimensional goal, choose teaching method, teaching model and teaching strategy, and then aim at the stage of teaching. "Coulomb law", "electric field intensity", "potential energy potential", "the relationship between potential difference and electric field intensity" and "the motion of charged particles in electric field" are selected. The design of teaching process is mainly from the three dimensions of new course, new course teaching and consolidating new course. Finally, the teaching design is evaluated by the method of questionnaire and interview: the teaching design of "electric field intensity" is used as the material, the students are investigated by questionnaire, and the teachers are interviewed to find out their feedback. In addition, through the investigation to understand the first-line teachers on the importance of each link in teaching design views. The results further confirm that: first, the general process of teaching design includes analysis of teaching content, determination of teaching objectives, analysis of learning situation, selection of operational methods in combination with practice, and finally, comprehensive consideration of developing process design. Secondly, the related links of teaching design have their own significance, and the most important part is to determine the three-dimensional target, to analyze the learning situation and to design the process. Third, whether in terms of content or method, there are similarities and differences between college physics and senior high school physics in the electrostatic field part. The common points are mainly embodied in the definition methods of some physical quantities and the contents of teaching. The differences are mainly reflected in the form and derivation of the expression; in general, the electrostatic field in college physics is deeper and wider, the logic is more rigorous, and the explanation of physical phenomena is more accurate. High school physics teaching design must pay close attention to the guiding role of college physics.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2219188
[Abstract]:In recent years, with the deepening of the new curriculum reform, it has put forward more and higher requirements for the development of students. Physics teaching in senior high school undertakes the task of cultivating students' scientific literacy, improving students' practical ability and renewing students' thinking mode. To complete the above tasks, teaching design is the key. Most of the existing researches in physics teaching design focus on the theoretical and macroscopic analysis, but not enough on the practical aspects such as the teaching design of physics units in senior high school. Under the guidance of cognitive teaching theory, this study chooses 3-1 "electrostatic field" as the research carrier, and carries on systematic teaching design research with literature review and investigation and research methods. According to the general mode of teaching design, on the basis of systematic analysis of teaching content and learning situation, combining with the standard of physics course in ordinary senior high school to formulate three dimensional goal, choose teaching method, teaching model and teaching strategy, and then aim at the stage of teaching. "Coulomb law", "electric field intensity", "potential energy potential", "the relationship between potential difference and electric field intensity" and "the motion of charged particles in electric field" are selected. The design of teaching process is mainly from the three dimensions of new course, new course teaching and consolidating new course. Finally, the teaching design is evaluated by the method of questionnaire and interview: the teaching design of "electric field intensity" is used as the material, the students are investigated by questionnaire, and the teachers are interviewed to find out their feedback. In addition, through the investigation to understand the first-line teachers on the importance of each link in teaching design views. The results further confirm that: first, the general process of teaching design includes analysis of teaching content, determination of teaching objectives, analysis of learning situation, selection of operational methods in combination with practice, and finally, comprehensive consideration of developing process design. Secondly, the related links of teaching design have their own significance, and the most important part is to determine the three-dimensional target, to analyze the learning situation and to design the process. Third, whether in terms of content or method, there are similarities and differences between college physics and senior high school physics in the electrostatic field part. The common points are mainly embodied in the definition methods of some physical quantities and the contents of teaching. The differences are mainly reflected in the form and derivation of the expression; in general, the electrostatic field in college physics is deeper and wider, the logic is more rigorous, and the explanation of physical phenomena is more accurate. High school physics teaching design must pay close attention to the guiding role of college physics.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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