初中物理力学教学中探究式教学实施的有效性研究

发布时间：2019-03-20 12:19

【摘要】：探究式教学是一种积极的教学方式,将探究式教学应用于教学过程中,可以激发学生的学习兴趣,尊重学生主体性的同时培养学生的自主学习及创新能力。然而,现今中学教学中的探究式教学大多处于有形无实的尴尬局面,使得教学效果大打折扣,甚至破坏了物理本身的严密性和学生的探索能力。因此,如何构建有效的探究式教学模式和策略,成为了物理教学中亟待解决的问题。本文在分析探究式教学理论的基础上,结合云南省初中物理教学的实际情况,探讨了适合云南省物理教学的有效的探究式教学策略,主要工作如下:在详细分析研究探究式教学理论的基础上,充分挖掘探究式教学实施过程中的特点及可能存在的问题,归纳总结了探究式教学的理论及实践特点。基于探究式教学的理论及实践特点,结合云南省初中物理教学的实际情况,采用问卷调查和访谈两种形式,从探究式教学的教学现状及教学效果两方面进行了调查。调查结果显示,教师虽然从理论上高度认可探究式教学,但却很少将其应用于自己的教学过程中,或者即便应用了效果也不佳,甚至得不偿失。分析其根本原因,得出探究式教学过程的有效实施与教学方法的恰当应用、教学过程的精心设计及学生学习情况等因素息息相关。在分析调查问卷及访谈结果的基础上,以教学难点为例,设计了“大气压强”、“阿基米德原理”及“力臂的概念”三个探究式教学案例。在案例设计的过程中,分别就采用探究式教学法的缘由、教学设计的步骤、每一步的理论依据以及预期教学问题等方面进行了分析、反思与总结。为检验区域化的探究式教学策略的有效性,采用实验法的研究方法对教学效果进行分析。首先把所设计的案例应用于实验班的教学,并将其教学效果从学习成绩和解决问题的能力两方面与采用常规教学法的对照班进行比对。比对结果显示,实验班的成绩高于对照班7.6分,而能自行提出并解决问题的人数比对照班多30%以上,说明了探究式教学真正有效地应用于教学过程中可以事半功倍的提升教学效果。
[Abstract]:Inquiry teaching is a kind of positive teaching method. Applying inquiry teaching in teaching process can stimulate students' interest in learning, respect students' subjectivity, and cultivate students' ability of self-study and innovation at the same time. However, most of the inquiry teaching in middle school nowadays is in an awkward situation, which makes the teaching effect be greatly reduced, and even destroys the strictness of physics itself and the students' ability to explore. Therefore, how to construct an effective inquiry teaching model and strategy has become an urgent problem to be solved in physics teaching. On the basis of analyzing the theory of inquiry teaching and combining with the actual situation of physics teaching in junior middle school of Yunnan Province, this paper probes into the effective inquiry teaching strategies suitable for physics teaching in Yunnan Province. The main work is as follows: on the basis of detailed analysis and research on the theory of inquiry teaching, the characteristics and possible problems in the implementation of inquiry teaching are fully excavated, and the theoretical and practical characteristics of inquiry teaching are summarized. Based on the theoretical and practical characteristics of inquiry teaching and combined with the actual situation of physics teaching in junior high school in Yunnan Province, this paper investigates the present teaching situation and teaching effect of inquiry teaching in two forms: questionnaire investigation and interview. The results of the investigation show that although teachers highly recognize inquiry teaching in theory, they rarely apply it to their own teaching process, or even if they use it, the results are not good, and even the gains and losses are not worth the loss. It is concluded that the effective implementation of the inquiry teaching process is closely related to the proper application of the teaching method, the careful design of the teaching process and the learning situation of the students. Based on the analysis of questionnaire and interview results, taking the teaching difficulties as an example, this paper designs three inquiry teaching cases, namely "atmosphere pressure", "Archimedes principle" and "the concept of Force arm", which include three teaching cases: "atmosphere pressure", "Archimedes principle" and "the concept of Force arm". In the process of case design, the reasons of adopting inquiry teaching method, the steps of teaching design, the theoretical basis of each step and the expected teaching problems are analyzed, reflected and summarized respectively. In order to test the effectiveness of the regionalized inquiry teaching strategy, the experimental method was used to analyze the teaching effect. At first, the designed case is applied to the teaching of the experimental class, and the teaching effect is compared with the control class using the conventional teaching method in terms of learning achievement and problem-solving ability. The results showed that the scores of the experimental class were higher than 7.6 points of the control class, and the number of people who could raise and solve the problems by themselves was more than 30% more than that of the control class. It shows that inquiry teaching can be used effectively in the teaching process to improve the teaching effect with half the effort.
【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

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