高中受力分析综合探究性学习设计研究

发布时间：2019-05-11 15:07

【摘要】：本文以高中力学中重力、摩擦力、力的分解与合成以及牛顿运动定律等相关知识为理论背景,以生活中常见的“筷子夹玻璃球”活动为引入,以“筷子夹玻璃杯”为主要研究对象,使学生从一个生活化活动中来综合探究性学习高中力学中的重难点知识,从而提高学生对知识的综合应用能力,达到触类旁通的目的。在教学设计之前,笔者对“筷子夹玻璃球”素材进行开发研究,以“筷子夹玻璃球”为引入,主要对“筷子夹玻璃杯”进行分析和计算。在选材上以竹质筷子、玻璃材质品为主。在推导计算过程中近似最大静摩擦力等于滑动摩擦力公式,以筷子间夹角小而令正弦值约等于正切值的条件来推进问题的定量分析。以“筷子夹玻璃球”活动引入课题的核心问题:为什么筷子能夹起小玻璃球却夹不起大玻璃球?以大量的篇幅对“筷子夹玻璃杯”所涉及的一系列问题进行详细的探究性学习,最后又回到“筷子夹玻璃球”的定量解释上。本探究性学习设计以学生可感知可操作的活动与公理演绎推导相交互的形式展开,既不停留在活动的感性层面,又避免了传统教学中的以逻辑演绎推导为主的模式。基于普通高中学生的心理特点和学习能力等影响因素,本文以探究活动的真实现象和感受引起学生的探究兴趣,由浅到深逐步深入学生对“筷子夹玻璃球或玻璃杯”的定量分析。在整个过程中,从每一环节的起始问题出发,包括受力示意图、实验操作等细节问题来深化学生的认识。这一点上不同于传统课堂的纯粹演绎推理。从简单的基础出发,使学生全面清楚地认识此活动所涉及问题的定量解释,真正达到综合探究性学习的意图。
[Abstract]:In this paper, based on the theoretical background of gravity, friction, decomposition and synthesis of force and Newton's law of motion in senior high school mechanics, and the common activities of "chopsticks with glass ball" in life as the introduction, Taking "chopsticks holding glass" as the main research object, the students can comprehensively learn the important and difficult knowledge in high school mechanics from a life activity, so as to improve the students' comprehensive application ability of knowledge and achieve the purpose of analogy. Before the teaching design, the author develops and studies the material of "chopstick glass ball". Taking "chopstick glass ball" as the introduction, the author mainly analyzes and calculates the "chopstick glass". Bamboo chopsticks and glass materials are the main materials for material selection. In the process of derivation and calculation, the approximate maximum static friction force is equal to the sliding friction force formula, and the quantitative analysis of the problem is promoted by the condition that the angle between chopsticks is small and the sine value is about tangent value. With the "chopsticks clip glass ball" activity to introduce the core question of the subject: why chopsticks can hold small glass balls but can not hold large glass balls? This paper makes a detailed inquiry study on a series of problems involved in "chopstick glass" with a large amount of space, and finally returns to the quantitative explanation of "chopstick glass ball". This inquiry learning design is carried out in the form of interaction between students' perceptual and operable activities and axiomatic deductive derivation, which not only stays at the perceptual level of activities, but also avoids the mode of logical deductive derivation in traditional teaching. Based on the psychological characteristics and learning ability of senior high school students, this paper causes students' interest in inquiry with the real phenomenon and feeling of inquiry activities. From shallow to deep, students gradually deepen the quantitative analysis of chopsticks with glass balls or glasses. In the whole process, the students' understanding is deepened from the starting problems of each link, including the schematic diagram of the force, the experimental operation and so on. This is different from the pure deductive reasoning in the traditional classroom. On a simple basis, the students can fully and clearly understand the quantitative explanation of the problems involved in this activity, and really achieve the intention of comprehensive inquiry learning.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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