本文關(guān)鍵詞：“摩擦力”的科學(xué)探究教學(xué)設(shè)計研究　出處：《廣西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：為了應(yīng)對現(xiàn)代社會迅猛發(fā)展所帶來的挑戰(zhàn),各國紛紛進(jìn)行了教育改革,力求給國民提供更高質(zhì)量的科學(xué)和人文教育,培養(yǎng)適應(yīng)未來社會發(fā)展的創(chuàng)新型人才。為此,我國教育界開始廣泛地?zé)嶙h探究式教學(xué)理念,注重全民的科學(xué)教育。但是,在我國現(xiàn)行的一些探究式教學(xué)案例中,教師更多的是針對某個知識點進(jìn)行探究式教學(xué),并沒有將探究式教學(xué)貫穿于整個學(xué)習(xí)單元或整個知識系統(tǒng)中。另外,在《科學(xué)》科目的教學(xué)中,教師還是難以擺脫傳統(tǒng)的教學(xué)模式,存在讓學(xué)生按部就班做實驗的假探究現(xiàn)象,有時候認(rèn)為增加了學(xué)生對生活現(xiàn)象的廣泛涉獵就是提高了學(xué)生的科學(xué)知識水平。因此,本文旨在將探究式教學(xué)的理念真正融入到科學(xué)教育當(dāng)中,更注重教學(xué)設(shè)計的系統(tǒng)性、層次性和細(xì)致性,力圖用系統(tǒng)、恰當(dāng)、生動的教學(xué)方式,幫助學(xué)生建立一個較為完整的對世界的理解,初步形成科學(xué)態(tài)度,掌握科學(xué)方法,了解科學(xué)精神�；谀Σ亮Φ钠毡樾院椭匾�,本文選擇以平面滑動摩擦力(本文中所提到的“摩擦力”均指平面滑動摩擦力)為教學(xué)設(shè)計的主要內(nèi)容,教學(xué)設(shè)計分為小學(xué)和初中兩個版本。在研究過程中,筆者對相應(yīng)的實驗進(jìn)行了試驗,并在當(dāng)?shù)氐男W(xué)和初中進(jìn)行了相應(yīng)的教學(xué)活動實錄,發(fā)現(xiàn)高年級學(xué)生的科學(xué)探究能力比低年級的科學(xué)探究能力明顯要高。因此,在進(jìn)行教學(xué)設(shè)計時,筆者非常注意小學(xué)版和初中版在“摩擦力”的理解深度上和課堂的組織形式上的區(qū)別：小學(xué)版在知識理解深度上要求沒有初中版的高；而初中版在教學(xué)活動組織形式上比小學(xué)版更具自主性。本教學(xué)設(shè)計的最大亮點在于其呈現(xiàn)形式不同于現(xiàn)行的教案設(shè)計,而是通過更系統(tǒng)、更細(xì)致、更具層次感的結(jié)構(gòu)對整個教學(xué)設(shè)計以單元主題的形式進(jìn)行呈現(xiàn),其中包括了單元主題教學(xué)設(shè)計的總述和詳述,詳述中又包括每一課的目標(biāo)、可能用到的材料或工具、提出問題、集體活動、小組活動、集體綜合和本節(jié)課的設(shè)計意圖等,力圖較系統(tǒng)全面地將教學(xué)設(shè)計呈現(xiàn)出來。本文主要分為6個章節(jié)對教學(xué)設(shè)計的研究進(jìn)行闡述：第1章,前言。本章首先從探究式教學(xué)和科學(xué)教育對當(dāng)代社會發(fā)展的重要性,以及學(xué)生“摩擦力”的認(rèn)識誤區(qū)引出研究問題；采用文獻(xiàn)法對我國小學(xué)和初中目前對“摩擦力”教學(xué)設(shè)計的現(xiàn)況進(jìn)行概述；并且對研究科學(xué)探究教學(xué)設(shè)計的意義進(jìn)行了闡述。主要回答了“為什么要在科學(xué)教育中融入探究式教學(xué)”、“為什么要選擇‘摩擦力’作為教學(xué)設(shè)計研究的主要內(nèi)容”等問題。第2章,教學(xué)設(shè)計前的分析與研究。主要對本次教學(xué)設(shè)計的教學(xué)對象、教學(xué)模式和教學(xué)設(shè)計思路進(jìn)行了理論分析,為更好地進(jìn)行教學(xué)設(shè)計做好理論上的準(zhǔn)備。第3章,簡版教學(xué)設(shè)計。為了更好地進(jìn)行系統(tǒng)的教學(xué)設(shè)計,在進(jìn)行完整的設(shè)計之前筆者使用簡版教學(xué)設(shè)計進(jìn)行了教學(xué)活動實錄,希望在教學(xué)活動實錄中尋找更適合于教學(xué)對象的教學(xué)設(shè)計方案。第4章,完整版教學(xué)設(shè)計。本章是本文的核心部分,在此將對整個教學(xué)設(shè)計進(jìn)行系統(tǒng)地呈現(xiàn),包括總體的課程設(shè)計和每一課的活動設(shè)計,還有相應(yīng)的一些教學(xué)建議,都會在本章作以闡述。第5章,比較分析。本章將本教學(xué)設(shè)計研究與多方面進(jìn)行比較分析,包括本設(shè)計中的小學(xué)版和初中版之間的比較分析、本設(shè)計與傳統(tǒng)教學(xué)設(shè)計及現(xiàn)行的一些探究式教學(xué)設(shè)計的比較分析,旨在突出本設(shè)計研究的特點。最后對本教學(xué)設(shè)計的研究過程進(jìn)行了反思,分析其中存在的不足之處及對本設(shè)計研究做出了展望。
[Abstract]:In order to cope with the rapid development of modern society challenges, countries have carried out education reform, and strive to provide a better quality of the national science and humanities education, cultivate innovative talents to adapt to the future development of society. Therefore, our educational circles began extensive discussion geothermal inquiry teaching concept, pay attention to science education of the whole nation. However, in our country, some of the current inquiry teaching case, teachers are more based on a knowledge point of inquiry teaching, and the inquiry teaching throughout the learning unit or the whole knowledge system. In addition, in < Science > course teaching, teachers still difficult to get rid of the traditional teaching mode, there are the phenomenon of false inquiry to let students follow the prescribed order to do the experiment, sometimes thought that the increase of students of life phenomenon widely is to improve the students' level of scientific knowledge. Therefore, this paper aims at will Inquiry teaching ideas into science education, pay more attention to the system of teaching design, hierarchy and delicate, trying to use the system, appropriate, vivid teaching methods to help students to develop a more complete understanding of the world, initially formed a scientific attitude, master the scientific method, scientific understanding of friction spirit. The universality and importance based on the plane of sliding friction force (this article mentioned in the "friction" refers to plane sliding friction force) as the main content of teaching design, teaching design is divided into two versions of primary school and early. In the course of the study, the author conducted tests on the corresponding experiment, and in the local the primary school and middle school are the corresponding teaching activities in high school students found to be significantly higher than the low grade scientific inquiry ability of scientific inquiry ability. Therefore, in teaching design, pen People pay much attention to primary school and junior high school edition edition of the "depth of understanding of friction" and the organization of the classroom form difference: primary school version in the depth of understanding requires no knowledge of junior high school and junior high school edition version of the high; organizations in the form of teaching activities than primary school version of more independence. The biggest highlight of this design lies in its teaching form is different from the current teaching design, but through more systematic, more detailed, more layered structure of the whole teaching design in the form of a unit, including the theme of the unit teaching design overview and detail, including each lesson target details, materials or tools may be used in this the problem, group activities, group activities, collective comprehensive and design the lesson of the intention, tries to systematically and comprehensively teaching design is presented. This paper is divided into 6 chapters on the teaching design. The first chapter elaborates: preface. This chapter begins from the importance of teaching and scientific research in education on the development of contemporary society, and the misunderstanding of the students "friction" leads to the research problem of our country primary school and junior high school; the current situation of "friction" teaching design are summarized by using the method of literature and Research on scientific inquiry; the significance of the teaching design is described. The main answer to "why into the inquiry teaching in science education", "why" friction "as the main content of" teaching design research and other issues. The second chapter, analysis and Research on the teaching design. The teaching object before the design of teaching design. Thinking of the teaching mode and teaching is analyzed, in order to make a better teaching design to make a theoretical preparation. The third chapter, brief version of teaching design. In order to better carry out system The design of teaching, the teaching activities in the design of a complete record before using the simple version of the teaching design, hoping to find a teaching design scheme is more suitable for the object of teaching in the teaching activities. In the fourth chapter, the full version of the teaching design. This chapter is the core part of this paper, this system will be on the whole teaching design present, including the overall course design and each lesson design activities, and some teaching suggestions, will be also discussed in this chapter. The analysis and comparison of the fifth chapter. This chapter will study the design and teaching aspects of comparative analysis, including the comparative analysis between the design of the primary school and junior middle school the design and the traditional teaching design and some of the current inquiry teaching design characteristics of comparative analysis, aims to highlight the design of the study. Finally, the course of study on the teaching design of the reflection, analysis of the The shortcomings of the existing design and the prospect of the research are made.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.98

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