發(fā)布時(shí)間：2017-12-31 10:36

  本文關(guān)鍵詞：中學(xué)物理學(xué)科整合的初步研究　出處：《廣西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 物理教育 學(xué)科整合 正本清源

【摘要】：從作者中學(xué)時(shí)代的記憶,到二十多年物理教育的困惑,再到所了解到的其他省份不同年份高考情況均表明,中學(xué)物理“難學(xué)難教”并不是個(gè)別學(xué)校的困局,一些物理中考成績優(yōu)異者進(jìn)入高中后,物理成績“斷崖式大跳水”并非個(gè)別現(xiàn)象。面對(duì)這一困局,作者從大學(xué)學(xué)習(xí)的感觸以及二十多年物理教育的體驗(yàn)中,比較深刻地認(rèn)識(shí)到,分科教學(xué)體系制造成的人為割裂肢解是造成物理學(xué)習(xí)障礙的非常重要的因素,通過一定專門努力修復(fù)這些人為的割裂肢解應(yīng)該對(duì)解決物理課程“難學(xué)難教”的困局有較大幫助。通過對(duì)基于“整合”思想的物理教育相關(guān)文獻(xiàn)的閱讀研究,以及對(duì)學(xué)生、社會(huì)公民的調(diào)查研究,作者發(fā)現(xiàn)以學(xué)科整合思想指導(dǎo)物理教育教學(xué)實(shí)踐這一研究方向有所欠缺、而且有所必要。為弄清物理課程究竟應(yīng)該如何進(jìn)行學(xué)科整合,本研究首先對(duì)物理學(xué)的“前世今生”進(jìn)行了簡(jiǎn)單的“追根溯源”。然后,從學(xué)科整合的理論基礎(chǔ),教學(xué)策略,物理教學(xué)中學(xué)科整合的具體內(nèi)容,教學(xué)實(shí)踐等方面進(jìn)行了具體研究。最后,根據(jù)學(xué)科整合的思想結(jié)合當(dāng)代生理心理學(xué)的研究成果,作者對(duì)文科物理課程進(jìn)行了一定審視性反思,以期待一種思想方向成為可能,讓“氣質(zhì)的生理屬性”屬于文科思維模式的學(xué)習(xí)者也能夠?qū)W好物理,讓看起來如此“高端”的物理學(xué)真正成為科學(xué)的大眾的文化。本文的主要研究結(jié)論如下：1.中學(xué)物理“難學(xué)難教”并不是個(gè)別學(xué)校的困局,中考成績優(yōu)異者進(jìn)入高中后物理成績“斷崖式大跳水”并非個(gè)別現(xiàn)象。教學(xué)過程中由于分科教學(xué),造成了一定人為的割裂肢解,導(dǎo)致學(xué)習(xí)者理解障礙；為解決學(xué)習(xí)者的這種理解障礙,以“整合”的思想設(shè)計(jì)物理教學(xué)很可能是一條值得嘗試的思路。2.基于整合思想的物理教育研究文獻(xiàn),在物理學(xué)科與其他學(xué)科的整合以及物理學(xué)科內(nèi)部整合兩方面方面的研究有所欠缺。無論是學(xué)生還是社會(huì)公民,這兩方面的學(xué)科整合情況均不值得樂觀。以學(xué)科整合的思路來設(shè)計(jì)并實(shí)踐物理教育教學(xué),應(yīng)該可以作為解決中學(xué)物理“難學(xué)難教”問題的一種策略進(jìn)行嘗試。為了有效地實(shí)踐這一策略,有必要遵循一定原則以更新觀念；在課堂教學(xué)模式的選擇方面,可以在傳統(tǒng)的“講授式教學(xué)”的基礎(chǔ)上,融入“探究式教學(xué)法”的因子,把探究教學(xué)的精神實(shí)質(zhì)與思想方法融入講授課堂,讓兩種教學(xué)形式互補(bǔ)共存和諧統(tǒng)一。3.對(duì)物理學(xué)“前世今生”的追尋表明,它與哲學(xué)、數(shù)學(xué)及其他學(xué)科有著千絲萬縷的有機(jī)聯(lián)系,這些聯(lián)系使得物理學(xué)與許多學(xué)科構(gòu)成了一個(gè)完整不可分割的統(tǒng)一體。因此,物理教學(xué)中需要整合的具體內(nèi)容,包括物理學(xué)科內(nèi)部整合以及跨學(xué)科整合兩方面。其中物理學(xué)科不同學(xué)段之間的整合、物理學(xué)科不同知識(shí)板塊之間的整合、解題思想、思路與方法之間的整合屬于物理學(xué)科內(nèi)部的整合；物理學(xué)科與其它自然科學(xué)之間的整合、物理學(xué)與數(shù)學(xué)之間的整合、物理學(xué)與人文學(xué)科(特別是哲學(xué))之間的整合屬于跨學(xué)科整合。整合的欠缺都會(huì)造成理解障礙,從而給中學(xué)物理“難學(xué)難教”的困局雪上加霜。4.基礎(chǔ)教育階段,學(xué)生真正的學(xué)習(xí)負(fù)擔(dān)并不來源于知識(shí)量的增加,而是來源于題海戰(zhàn)術(shù)的折騰。如果能夠引導(dǎo)學(xué)生通過學(xué)科整合的途徑,從正本清源的角度去學(xué)習(xí),許多看起來“毫不相干”的東西就會(huì)一通百通,會(huì)自然而然地帶來知識(shí)量與解題思路方法的爆炸性增長；這樣,學(xué)生就可以從題海戰(zhàn)術(shù)之中解放出來,應(yīng)試教育就貶值了。5.如果能夠把中學(xué)物理課程進(jìn)行一定的整合改造,以順應(yīng)學(xué)習(xí)者“氣質(zhì)的生理屬性”,文科思維模式學(xué)習(xí)者應(yīng)該也可以學(xué)好物理課程,而且有的方面學(xué)習(xí)內(nèi)容還應(yīng)該是他們智力類型的優(yōu)勢(shì)所在。作者在這方面的具體實(shí)踐僅有少量幾例個(gè)案,因此這一觀點(diǎn)屬于基于實(shí)踐感悟的思辨探索。6.本研究的總結(jié)論：要解決中學(xué)物理“難學(xué)難教”的困局,教學(xué)中就應(yīng)該給物理學(xué)本身“正本清源”；以學(xué)科整合的思路取代題海戰(zhàn)術(shù),可以讓我們的物理教育教學(xué)距離“正本清源”更近一些。本文作者,以一位農(nóng)村初中物理教師的尷尬身份,有所“固執(zhí)”地面對(duì)一個(gè)高中物理教育為主要研究對(duì)象的課題。自己執(zhí)著了多年而又缺乏正規(guī)實(shí)踐研究條件,有許多的無奈。雖然自己一直在努力創(chuàng)造條件接觸不同學(xué)段不同類型的更多實(shí)踐研究對(duì)象(學(xué)生),能夠做到的畢竟有限。有些具體觀點(diǎn),屬于有限實(shí)踐的總結(jié),還沒辦法進(jìn)行正規(guī)的、成型的教育科學(xué)研究來提供數(shù)據(jù)分析,只好以思辨討論的形式表達(dá)自己的感悟。期望這些感悟能夠作為一手資料提供出來,尤恐言不達(dá)意；無論有人嘗試實(shí)踐或者批判一下,均感覺有所值得。
[Abstract]:From the middle school physical education to more than 20 years of memory, confusion, and then to other provinces to different year entrance examination showed that middle school physics is difficult to learn and teach "is not the individual school difficulties, some physical outstanding senior high school entrance examination after entering high school physics achievement" cliff diving "is not an individual. Faced with this dilemma, the author from the university learning experience and feeling more than 20 years of physical education, more profound understanding, the teaching system made artificially separated dismembered are very important factors which cause physical learning disabilities, through some special efforts to repair these artificial separation should be dismembered to solve physics curriculum" difficult to teach "the dilemma of more help. Based on" integration "thought of physical education related literature research, as well as for students of civil society The investigation and study, the author found that the subject integrated guidance of physical education teaching practice this research direction has been lacking, and what should be necessary. In order to clarify the physics curriculum how to discipline integration, this study firstly for physics of the past and present a simple trace. Then, the theoretical basis, from the integration of disciplines the specific content of the integration of teaching strategies in middle school physics teaching department, conducted a detailed study on the teaching practice. Finally, according to the discipline integration thought combining with the research results of contemporary psychology, the author conducted a survey of reflections on physics curriculum of liberal arts, in the hope of a thought possible, let "physical properties" temperament belongs to arts thinking mode of learners can learn physics, to look so "high-end" physics truly become a scientific public article . the main conclusions are as follows: 1. middle school physics is difficult to learn and teach "is not the individual school difficulties, outstanding senior high school entrance examination in high school physics achievement" cliff diving "is not an isolated phenomenon. In the process of teaching the teaching division, which separates the dismemberment of certain artificial, lead learners to understand the obstacles in order to solve this; the learner's comprehension," design thinking in Physics Teaching "is likely to be a worthwhile idea.2. the thought of integration of physical education based on the research literature, research on integration of the two aspects of the lack of internal physical disciplines and other disciplines as well as the integration of physics. Both students and society citizens, the two aspects of the integration of disciplines are not be optimistic. Subject integrated ideas to the design and practice of physical education teaching, can be solved in middle school A strategy of "hard to learn and teach" physics to try. In order to effectively practice the strategy, it is necessary to follow certain principles to update the concept; in terms of the selection of the teaching mode, can be based on the traditional "teaching", "factor into the inquiry teaching method", the the essence of ideas and methods of inquiry teaching into classroom teaching, make two kinds of teaching form complementary.3. pursuit of harmony and unity of physics "reincarnation" shows it with philosophy, mathematics and other disciplines have organic ties to these links, the physics and many disciplines constitute a unity integral. Therefore, the need for specific content integration in the teaching of physics, including physics, internal integration and interdisciplinary integration. The integration between the two aspects of physics students of Li Xueke. The integration between different knowledge blocks, problem-solving thinking, integration between the ideas and methods of the integration of physics belongs to internal; integration between physics and other natural sciences, the integration between physics and mathematics, physics and Humanities (especially philosophy) between the integration of interdisciplinary integration. The integration will cause lack of understanding in order to disorder, high school physics is difficult to learn and teach "the dilemma of.4. one disaster after another stage of basic education, increase the students' burden is not derived from the amount of knowledge, but from the sea tactical make. If the way to guide students through the integration of disciplines, to learn from the right perspective, many look" no "things will follow the coherent, explosive growth will naturally bring knowledge and problem-solving thinking method; in this way, students can take from the sea Tactical liberation, exam oriented education will depreciate.5. if the middle school physics curriculum integration transformation must, in order to adapt to the learners' temperament physiological properties, mode of thinking of Arts learners should also can learn physics curriculum, and some aspects of learning content should also be where their intelligence types advantages. Author practice in this area only a few cases, this view belongs to practice understanding speculative exploration of.6. this thesis based on Theory: to solve the middle school physics is difficult to learn and teach "predicament, in the teaching of physics itself should be to" reform "; to replace the sea tactical discipline integration ideas, can make our physical education from some of the more recent" reform ". The author, as a teacher in rural junior high school physics the embarrassment of identity," stubborn "face A study of high school physical education as the main research object. Their dedication and lack of regular practice for many years of research conditions, there are many helpless. Although he has been trying to create conditions for contact in different periods of different types of more practical research objects (students), can do is limited. Some specific point of view, belong to limited practice summary, no way to formal education, scientific research molding to provide data analysis, but to discuss speculative forms to express their feeling. These insights can expect as a hand to provide, especially fear of whether someone is trying to stand; or criticism practice. All feel worthwhile.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7

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