基于分布式认知理论的高中物理教学设计与实践

发布时间：2019-04-04 08:10

【摘要】：教育教学的改革与创新一直受到教育界的广泛关注,其中关于“人类是如何学习的”这一问题可谓是百家争鸣,多少年来不同学科、不同领域的研究者们试图揭示其本质,从而推动学校教学的变革。分布式认知理论从新的视角重新审视了人类的认知活动,介入了生态学、社会学等研究方法,在传承历史的基础上提出了新的理念与研究方法,越来越关注认知主体和环境的交互作用。认为认知活动是在人和环境的系统中完成的,人是在社会文化的环境中通过与环境、与他人的交互作用来建构自己的知识。尤其重视人工制品的作用,认为人工制品(工具、设备、技术、心智模式、方法、语言、文化等)在人的认知活动中具有拓展人的心智,产生认知留存,减小认知负荷,为认知活动提供给养等功能。然而,高中物理的学习过程又是一个特殊的认知过程。其认知内容包含了大量抽象的物理概念、物理规律等,蕴含着有丰富的物理思想、研究方法以及一些科学态度、科学精神。因此,在教学的过程中需要借助恰当的媒介、手段将知识进行表征,降低学生的认知负荷,使其更吻合学生的认知水平,同时也有利于学生思维能力的发展。另外,教学过程中,学生只有真正的参与到知识的探索过程中,通过分工、合作、交流、共享重温科学的探索之路,才能更加深刻的体会到物理学的思维方法,感受到物理学的魅力所在。因此,将分布式认知理论与高中物理的教学相结合进行研究具有重要的意义,本研究以高中物理的教学设计为着手点进行了初步的探讨。首先通过文献研究法对这一新认知理论的内涵、特征以及目前国内外的研究现状作了较为全面的研究,研究表明与分布式认知理论相结合的教学实践的研究已受到了关注。也正是在这些研究的启发下,笔者根据物理学的学科特点,提出了关于高中物理教学过程设计的原则与流程。其次,结合自身的教学实践,采用了行动研究法与调查法(包括观察法和问卷调查法)相结合的研究方法,将提出的教学设计的原则、流程与具体的物理教学内容相结合,完成了三个教学设计,并将这些教学设计予以实践。最后,结合学生的课堂表现、考试试题中对应知识点的卷面答题情况以及问卷统计情况三个角度对基于分布式认知理论的物理教学设计的教学效果进行了分析与评价。研究表明,在分布式认知这一新的认知理论指导下提出的教学设计流程在具体的教学实践中具有一定的可操作性。并且能够很好的吻合学生学习的真实情境和需求,为学生的知识共享与交互活动创设平台,使学生能够更多的参与到知识的探究过程中,便于学生体会物理学的思想、方法。同时,有利于培养学生的团队意识和责任感,便于发挥团队的力量,使整体的功能大于部分,提高课堂的教学效率。
[Abstract]:The reform and innovation of education and teaching has been paid more and more attention by the educational circles. Among them, the question of "how human beings learn" has been debated by a hundred schools of thought. For many years, researchers in different disciplines and different fields have tried to reveal its essence. So as to promote the reform of school teaching. Distributed cognitive theory has re-examined human cognitive activities from a new perspective, involved in ecological, sociological and other research methods, and put forward new ideas and research methods on the basis of inheriting history. More and more attention is paid to the interaction between cognitive subject and environment. It is believed that cognitive activities are accomplished in the system of man and environment. In the social and cultural environment, man constructs his own knowledge by interacting with the environment and with others. In particular, we attach importance to the role of artifact, and think that artifact (tools, equipment, technology, mental models, methods, languages, cultures, etc.) has the function of expanding the human mind, generating cognitive retention and reducing the cognitive load in the cognitive activities of human beings. Provide supplies for cognitive activities. However, the learning process of high school physics is a special cognitive process. Its cognitive content contains a large number of abstract physical concepts, physical laws, and contains rich physical ideas, research methods, some scientific attitudes, scientific spirit. Therefore, in the process of teaching, it is necessary to use the appropriate medium and means to represent the knowledge, reduce the cognitive load of the students, make it more consistent with the cognitive level of the students, and at the same time benefit the development of the students' thinking ability. In addition, in the teaching process, only when students really participate in the process of knowledge exploration, through division of labor, cooperation, communication, and sharing the exploration of revisiting science, can they more deeply understand the way of thinking in physics. Feel the charm of physics. Therefore, it is of great significance to combine the distributed cognitive theory with the teaching of senior high school physics. This research focuses on the teaching design of senior high school physics. Firstly, the connotation, characteristics and current research situation of this new cognitive theory are studied comprehensively through the method of literature research. The research shows that the research of teaching practice combined with distributed cognitive theory has been paid attention to. It is also inspired by these studies, according to the characteristics of physics, the author put forward the design principles and processes of physics teaching process in senior high school. Secondly, combined with its own teaching practice, the research method of action research and investigation (including observation method and questionnaire survey method) is adopted, which combines the principles of teaching design, the process of teaching design and the concrete teaching contents of physics. Three instructional designs have been completed, and these instructional designs have been put into practice. Finally, the teaching effect of physics teaching design based on distributed cognitive theory is analyzed and evaluated from the three angles of students' classroom performance, the situation of the corresponding knowledge points in the examination questions and the statistical situation of the questionnaire, and the teaching effect of physics teaching design based on the distributed cognitive theory is analyzed and evaluated. The research shows that the teaching design process proposed under the guidance of the new cognitive theory of distributed cognition has some maneuverability in the concrete teaching practice. And it can well match the real situation and needs of students' learning, create a platform for students' knowledge sharing and interaction, so that students can more participate in the process of knowledge exploration, and facilitate students to experience the ideas and methods of physics. At the same time, it is beneficial to cultivate students' sense of team and sense of responsibility, to bring into play the strength of the team, to make the whole function bigger than the part, and to improve the teaching efficiency of the classroom.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】