情境导学模式对初中生物理学习影响的实验研究
发布时间：2019-06-16 13:53
【摘要】：在新一轮课程改革的推动下,教育工作者重新审视了“教”与“学”,课堂是学生的课堂教师只是一个引导者的角色。在新的教学理念下产生了多种教学模式,根据物理学科特点研究出的物理情境导学模式就是其中一种。该教学模式整合了情境教学中的“情境化”与学案导学模式的“学生自主阅读获取信息”这两个优点。物理情境导学模式分为引入、探索、阅读、对话、应用这五个环节,从理论上分析,可以看出该模式逻辑严密符合中学生的认知结构。在该模式的指导下,本研究开展了教育实验研究,以检验该模式的可行性及其对中学生的实际影响。本研究选取新乡市一所普通中学八年级四个班的学生作为研究对象,实验班和对照班人数分别为111人、110人。经过一个学期的教育实验,通过课堂观察、访谈交流和问卷调查得出以下结论:(1)物理情境导学模式在初中物理教学中具有可行性;(2)学生对物理情境导学模式的认可程度很高,特别是在探索这一环节学生特别喜爱,该模式能够有效地转变学生的学习方式;(3)该模式对学生的物理成绩有一定的影响,对学生物理知识的掌握起到了积极地促进作用;(4)实验班学生物理学习兴趣水平比对照班学生高一些,只有在实验操作指标上存在显著性差异,在其他指标和全量表上差异不显著;(5)实验班学生在物理学习幸福感各维度的得分均比对照班学生高,但只有在沉浸投入维度上存在显著性差异,在其他维度和全量表上不存在显著性差异;(6)实验班学生的物理学习自我效能感水平高于对照班,只有在自我确信的维度上不存在显著性差异,在其他维度和全量表上均存在显著性差异。
[Abstract]:Under the impetus of the new round of curriculum reform, educators re-examine "teaching" and "learning". Classroom is a student's classroom teacher is only a guide role. Under the new teaching concept, a variety of teaching models have been produced, and the physical situational guidance model developed according to the characteristics of physics is one of them. The teaching mode integrates the advantages of "situational" and "students' independent reading and obtaining information" in situational teaching. The physical situational guidance model is divided into five links: introduction, exploration, reading, dialogue and application. From the theoretical analysis, it can be seen that the logic of the model is closely in line with the cognitive structure of middle school students. Under the guidance of this model, this study has carried out an educational experimental study to test the feasibility of the model and its actual impact on middle school students. In this study, 111 students and 110 students in the experimental class and the control class were selected as the subjects of the fourth class of the eighth grade of an ordinary middle school in Xinxiang City. After a semester of educational experiment, through classroom observation, interview and questionnaire survey, the following conclusions are drawn: (1) the physics situational guidance model is feasible in junior middle school physics teaching; (2) the students have a high degree of recognition of the physics situational guidance model, especially in exploring this link, which can effectively change the students' learning style; (3) the model has a certain influence on students' physics achievement and plays a positive role in promoting the mastery of students' physics knowledge. (4) the level of interest in physics learning of the students in the experimental class is higher than that in the control class, only there are significant differences in the experimental operation indexes, but there is no significant difference in other indicators and the whole scale; (5) the scores of each dimension of physics learning happiness in the experimental class were higher than those in the control class, but there were significant differences only in the dimension of immersion input, but there was no significant difference in other dimensions and the whole scale. (6) the self-efficacy level of physics learning in the experimental class was higher than that in the control class, but there was no significant difference in the dimension of self-confidence, but there were significant differences in other dimensions and the whole scale.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2500610
[Abstract]:Under the impetus of the new round of curriculum reform, educators re-examine "teaching" and "learning". Classroom is a student's classroom teacher is only a guide role. Under the new teaching concept, a variety of teaching models have been produced, and the physical situational guidance model developed according to the characteristics of physics is one of them. The teaching mode integrates the advantages of "situational" and "students' independent reading and obtaining information" in situational teaching. The physical situational guidance model is divided into five links: introduction, exploration, reading, dialogue and application. From the theoretical analysis, it can be seen that the logic of the model is closely in line with the cognitive structure of middle school students. Under the guidance of this model, this study has carried out an educational experimental study to test the feasibility of the model and its actual impact on middle school students. In this study, 111 students and 110 students in the experimental class and the control class were selected as the subjects of the fourth class of the eighth grade of an ordinary middle school in Xinxiang City. After a semester of educational experiment, through classroom observation, interview and questionnaire survey, the following conclusions are drawn: (1) the physics situational guidance model is feasible in junior middle school physics teaching; (2) the students have a high degree of recognition of the physics situational guidance model, especially in exploring this link, which can effectively change the students' learning style; (3) the model has a certain influence on students' physics achievement and plays a positive role in promoting the mastery of students' physics knowledge. (4) the level of interest in physics learning of the students in the experimental class is higher than that in the control class, only there are significant differences in the experimental operation indexes, but there is no significant difference in other indicators and the whole scale; (5) the scores of each dimension of physics learning happiness in the experimental class were higher than those in the control class, but there were significant differences only in the dimension of immersion input, but there was no significant difference in other dimensions and the whole scale. (6) the self-efficacy level of physics learning in the experimental class was higher than that in the control class, but there was no significant difference in the dimension of self-confidence, but there were significant differences in other dimensions and the whole scale.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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