基于案例教学法的高中物理教学设计研究
发布时间：2018-11-05 09:29
【摘要】：随着素质教育的普及以及物理新课程改革的出台,“改变过去注重知识传授倾向、加强理论与实践相结合”“促进学生德智体美劳全面发展、着重培养学生多元能力”的教育理念深入人心,传统的教学方法已经不适应时代发展的潮流。作为理论与实践联结的重要方法之一,近些年来,案例教学法引起了我国教育学者的强烈关注,该教学法最大的特点就是将生活实例带入课堂,理论密切联系实践,有助于学生学习兴趣的调动并着重培养学生以“问题解决能力”为核心的多元能力。同时案例教学法的实践也需要物理教师具备较高的教学机智与编写教学案例的能力,实践的过程也是教师不断提高教学技能、自我成长的过程,因此案例教学法在高中物理课堂教学的实践对学生和教师而言都具有重要意义。本文笔者通过查阅文献资料的方式对案例教学法以及教学设计的研究背景,国内外研究现状进行理论分析,对案例教学相关的概念进行了理论界定,梳理了案例教学法的一般流程,并对相近的教学法进行区分;并从理论角度阐述了教学设计的内涵以及常见教学设计的模式。结合教育实习,进行基于案例教学法的可行性问卷调查以及教师访谈了解到高中物理课堂具有以下几个特点:(1)高中生对物理案例表现出极大兴趣;(2)学校教学硬件设施精良;(3)教师教学素质出色;具备案例教学法的可行性条件。同时也发现案例教学法能够很好的解决目前高中课堂存在几点问题:(1)学生物理生活化意识有待加强;(2)学生诸多学习习惯有待提高,学习缺乏主动性;(3)师生课堂角色混乱,学生主体性不明;(4)学生课堂有效参与较低,缺乏实质性互动。然后,笔者将案例教学法的特点与教学设计的特点进行整合,创造性的提出了基于案例教学法的高中物理教学设计的一般流程,该流程主要分为三大阶段,分别是:准备工作的设计、课堂实施设计和评价反馈的设计。其中准备工作的设计包括对诸多教学因素的设计分析,例如教学环境的分析、教学对象的分析、教学目标的分析等;课堂实施的设计主要围绕案例教学法的基本流程:案例的呈现、案例的讨论、案例的总结进行展开;评价反馈的设计主要通过教师评价和学生评价两方面进行。接下来,笔者将本人提出的基于案例教学法的教学设计流程应用于教学实践。以高中物理必修二“万有引力与航天”一章节为例进行了“行星的运动”概念及规律的新授课的教学设计与课堂实践。同时也对“万有引力定律”专题复习课和“万有引力与航天”的章节习题课进行简要的教学设计与分析。最后,笔者对本课题研究的阶段性成果进行总结与反思,对基于案例教学法的高中物理教学设计后续研究提出展望。
[Abstract]:With the popularization of quality-oriented education and the introduction of the new physics curriculum reform, "changing the past tendency of paying attention to knowledge imparting, strengthening the combination of theory and practice", "promoting the all-round development of students' morality, intelligence, physical education, beauty and labor," The educational idea of focusing on the cultivation of students' pluralistic ability is deeply rooted in people's hearts, and the traditional teaching methods have not adapted to the trend of the development of the times. As one of the important methods of linking theory with practice, in recent years, case teaching method has aroused the strong concern of Chinese educational scholars. The biggest characteristic of this teaching method is to bring life examples into the classroom, and the theory is closely connected with practice. It is helpful to arouse students' interest in learning and to cultivate multiple abilities with problem-solving ability as the core. At the same time, the practice of the case teaching method also needs the physics teacher to have the higher teaching wit and the ability to write the teaching case, and the practice process is also the process of the teachers constantly improving their teaching skills and growing up themselves. Therefore, case teaching method is of great significance to both students and teachers in the practice of physics teaching in senior high school. By consulting the literature, the author makes a theoretical analysis of the research background of case teaching method and teaching design and the present research situation at home and abroad, and defines the related concepts of case teaching theoretically. Combing the general process of case teaching method, and distinguish the similar teaching methods; And from the theoretical point of view, the connotation of teaching design and the common teaching design model. Combining with the practice of education, the feasibility questionnaire of case-based teaching method and the interview of teachers find out that the physics classroom in senior high school has the following characteristics: (1) Senior high school students show great interest in physics cases; (2) excellent teaching hardware facilities; (3) excellent teaching quality of teachers; At the same time, it is also found that the case teaching method can solve several problems in the current high school classroom: (1) the students' awareness of physical life needs to be strengthened; (2) the students' learning habits need to be improved and their learning initiative is lacking. (3) the classroom roles of teachers and students are confused, and the students' subjectivity is not clear; (4) students' effective participation in classroom is low and they lack of substantial interaction. Then, the author integrates the characteristics of case teaching method with the characteristics of teaching design, and creatively puts forward the general process of high school physics teaching design based on case teaching method, which is divided into three stages. They are: design of preparation, design of classroom implementation and design of evaluation feedback. The design of the preparatory work includes the design and analysis of many teaching factors, such as the analysis of the teaching environment, the analysis of the teaching objects, the analysis of the teaching objectives, etc. The design of classroom implementation mainly revolves around the basic flow of case teaching method: the presentation of cases, the discussion of cases, the summary of cases, and the design of evaluation feedback mainly through teacher evaluation and student evaluation. Next, the author applies the case-based teaching design process to the teaching practice. Taking the second chapter of "Gravity and Space", a compulsory course in physics in senior high school, as an example, the teaching design and classroom practice of the new teaching of the concept and law of "the movement of planets" are carried out. At the same time, it also gives a brief teaching design and analysis to the special topic review course of the Law of Universal Gravity and the chapter exercise lesson of "Universal Gravity and Space". Finally, the author summarizes and reflects on the stage achievements of this research, and puts forward the prospect of the follow-up research on the teaching design of physics in senior high school based on case teaching method.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2311644
[Abstract]:With the popularization of quality-oriented education and the introduction of the new physics curriculum reform, "changing the past tendency of paying attention to knowledge imparting, strengthening the combination of theory and practice", "promoting the all-round development of students' morality, intelligence, physical education, beauty and labor," The educational idea of focusing on the cultivation of students' pluralistic ability is deeply rooted in people's hearts, and the traditional teaching methods have not adapted to the trend of the development of the times. As one of the important methods of linking theory with practice, in recent years, case teaching method has aroused the strong concern of Chinese educational scholars. The biggest characteristic of this teaching method is to bring life examples into the classroom, and the theory is closely connected with practice. It is helpful to arouse students' interest in learning and to cultivate multiple abilities with problem-solving ability as the core. At the same time, the practice of the case teaching method also needs the physics teacher to have the higher teaching wit and the ability to write the teaching case, and the practice process is also the process of the teachers constantly improving their teaching skills and growing up themselves. Therefore, case teaching method is of great significance to both students and teachers in the practice of physics teaching in senior high school. By consulting the literature, the author makes a theoretical analysis of the research background of case teaching method and teaching design and the present research situation at home and abroad, and defines the related concepts of case teaching theoretically. Combing the general process of case teaching method, and distinguish the similar teaching methods; And from the theoretical point of view, the connotation of teaching design and the common teaching design model. Combining with the practice of education, the feasibility questionnaire of case-based teaching method and the interview of teachers find out that the physics classroom in senior high school has the following characteristics: (1) Senior high school students show great interest in physics cases; (2) excellent teaching hardware facilities; (3) excellent teaching quality of teachers; At the same time, it is also found that the case teaching method can solve several problems in the current high school classroom: (1) the students' awareness of physical life needs to be strengthened; (2) the students' learning habits need to be improved and their learning initiative is lacking. (3) the classroom roles of teachers and students are confused, and the students' subjectivity is not clear; (4) students' effective participation in classroom is low and they lack of substantial interaction. Then, the author integrates the characteristics of case teaching method with the characteristics of teaching design, and creatively puts forward the general process of high school physics teaching design based on case teaching method, which is divided into three stages. They are: design of preparation, design of classroom implementation and design of evaluation feedback. The design of the preparatory work includes the design and analysis of many teaching factors, such as the analysis of the teaching environment, the analysis of the teaching objects, the analysis of the teaching objectives, etc. The design of classroom implementation mainly revolves around the basic flow of case teaching method: the presentation of cases, the discussion of cases, the summary of cases, and the design of evaluation feedback mainly through teacher evaluation and student evaluation. Next, the author applies the case-based teaching design process to the teaching practice. Taking the second chapter of "Gravity and Space", a compulsory course in physics in senior high school, as an example, the teaching design and classroom practice of the new teaching of the concept and law of "the movement of planets" are carried out. At the same time, it also gives a brief teaching design and analysis to the special topic review course of the Law of Universal Gravity and the chapter exercise lesson of "Universal Gravity and Space". Finally, the author summarizes and reflects on the stage achievements of this research, and puts forward the prospect of the follow-up research on the teaching design of physics in senior high school based on case teaching method.
【学位授予单位】：扬州大学
【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 倪文露;谷大贤;禹一凡;张远辉;;浅谈案例教学法在高中物理课堂中的运用[J];亚太教育;2016年30期
2 何季军;;基于导学模式的“智趣”课堂实施策略[J];中学物理教学参考;2015年09期
3 李田;;肯普模式对微型学习活动设计的启示[J];中国教育信息化;2014年20期
4 黄润榕;;杜威实用主义教育思想在中国的传播与影响[J];教育教学论坛;2014年31期
5 杜华;;国际教学设计研究三十年[J];开放教育研究;2013年05期
6 张怡;;企业战略管理案例教学组织实施及应注意的问题[J];科技信息;2013年12期
7 孟爽;;基于情景教学法的对外汉语中级口语教学模式探讨[J];文教资料;2010年12期
8 李阳;杜文超;;系统化教学设计观之典范——沃特·迪克教育技术学思想研究[J];现代教育技术;2009年08期
9 邱婧玲;吴秀君;;教学设计理论体系综述[J];河西学院学报;2008年05期
10 李林;;论教学设计原则与依据[J];宁夏师范学院学报;2008年04期
相关硕士学位论文 前10条
1 彭静;高中物理教师教学反思的现状研究[D];湖南师范大学;2016年
2 王利;新课改背景下高中物理课堂教学设计现状研究[D];云南师范大学;2016年
3 陈显峰;基于标准的高中物理教学设计研究[D];苏州大学;2015年
4 朴英美;高中物理教学中渗透STS教育的策略研究[D];延边大学;2014年
5 左腾飞;基于新课程理念的教学设计研究[D];山东师范大学;2014年
6 陈姗;国内外教学设计研究的可视化比较分析[D];河南师范大学;2013年
7 孙胜霞;问题教学法在高中物理教学中的应用[D];鲁东大学;2013年
8 安宁;新课改背景下高中地理案例教学的应用研究[D];广西师范大学;2012年
9 毕发贤;论我国基础教育课程改革的几个问题及其解决策略[D];华中师范大学;2011年
10 邹凌;素质教育的理论基础辨析[D];西南大学;2011年
，本文编号：2311644
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2311644.html
