本文關(guān)鍵詞： 知識(shí)結(jié)構(gòu)圖 物理學(xué)習(xí)能力 物理解決問(wèn)題 高中生　出處：《洛陽(yáng)師范學(xué)院》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：高中物理知識(shí)結(jié)構(gòu)圖是一種把高中物理學(xué)科的基本原理、基本概念和基本知識(shí)的內(nèi)在關(guān)系進(jìn)行系統(tǒng)組織，優(yōu)化組合教學(xué)內(nèi)容，，啟發(fā)幫助學(xué)生學(xué)習(xí)的圖表。知識(shí)結(jié)構(gòu)圖有利于學(xué)生理解物理基礎(chǔ)知識(shí)，把握物理知識(shí)點(diǎn)之間的內(nèi)在聯(lián)系和區(qū)別，同時(shí)學(xué)生解決物理問(wèn)題的能力也得到了提升。它符合我國(guó)新課程提出的培養(yǎng)學(xué)生創(chuàng)新能力的基本理念。 本論文利用文獻(xiàn)查詢法，搜集整理了國(guó)內(nèi)外關(guān)于知識(shí)結(jié)構(gòu)圖的相關(guān)理論，對(duì)知識(shí)結(jié)構(gòu)圖、概念圖和思維導(dǎo)圖作了辨析，對(duì)物理知識(shí)結(jié)構(gòu)圖給出了自己的定義。同時(shí)對(duì)物理知識(shí)結(jié)構(gòu)圖的教學(xué)意義和作用作了積極的探討，對(duì)知識(shí)結(jié)構(gòu)圖法對(duì)學(xué)生物理知識(shí)學(xué)習(xí)的影響做出了實(shí)驗(yàn)研究。 本論文以高中物理必修1第四章“牛頓第二定律”中的“力”、“加速度”等概念為研究對(duì)象,運(yùn)用教育實(shí)驗(yàn)的方法，對(duì)高中生制作物理知識(shí)結(jié)構(gòu)圖對(duì)物理知識(shí)學(xué)習(xí)的影響進(jìn)行了初步的研究與探討。主要研究?jī)?nèi)容為：采用知識(shí)結(jié)構(gòu)圖復(fù)習(xí)教學(xué)與傳統(tǒng)的普通復(fù)習(xí)教學(xué)對(duì)學(xué)生學(xué)習(xí)物理知識(shí)的能力有怎樣的差異。本實(shí)驗(yàn)是在洛陽(yáng)市第一高級(jí)中學(xué)進(jìn)行，選取所在的實(shí)習(xí)班級(jí)高一（19）、（20）班為研究對(duì)象，并選擇（19）班為對(duì)照班以傳統(tǒng)的講授法來(lái)進(jìn)行復(fù)習(xí)教學(xué)、選擇（20）班為實(shí)驗(yàn)班以制作物理知識(shí)結(jié)構(gòu)圖的教學(xué)方式進(jìn)行復(fù)習(xí)教學(xué)，在實(shí)驗(yàn)前后采用洛陽(yáng)市統(tǒng)一的期中和期末考試對(duì)兩個(gè)班進(jìn)行測(cè)量，并分別對(duì)前后測(cè)量的成績(jī)進(jìn)行SPSS統(tǒng)計(jì)和單因素方差分析。論文接著根據(jù)實(shí)驗(yàn)數(shù)據(jù)的結(jié)果分析得出初步結(jié)論，利用知識(shí)結(jié)構(gòu)圖對(duì)學(xué)生解決物理問(wèn)題能力的提升確實(shí)有一定的正影響。
[Abstract]:The high school physics knowledge structure chart is a kind of systematic organization of the basic principles, basic concepts and the internal relations of the basic knowledge of the physics subject in the senior high school, and optimizes the teaching contents of the combination. Knowledge structure Chart is helpful for students to understand the basic knowledge of physics and to grasp the internal relations and differences between the points of knowledge in physics. At the same time, the students' ability to solve physics problems has also been improved, which accords with the basic idea of cultivating students' innovative ability put forward by the new curriculum in our country. This paper makes use of the literature inquiry method to collect and sort out the related theories of knowledge structure chart at home and abroad, and discriminates the knowledge structure map, concept map and thinking map. In this paper, the author gives his own definition of the physical knowledge structure diagram, discusses the teaching significance and function of the physical knowledge structure diagram, and makes an experimental study on the effect of the knowledge structure chart method on the students' physical knowledge learning. In this paper, the concepts of "force" and "acceleration" in "Newton's second Law", which are compulsory in high school physics, are taken as the research object, and the method of educational experiment is used. This paper makes a preliminary study and discussion on the effect of making physics knowledge structure chart in senior high school students on the learning of physics knowledge. The main contents of the research are as follows: using knowledge structure chart review teaching and traditional general review teaching to students' learning materials. This experiment was conducted in Luoyang No. 1 Senior Middle School. In this paper, we choose our practice class as the object of study, the control class as the control class, the traditional teaching method, and the experimental class as the experimental class to make the physical knowledge structure chart. The class is selected as the control class to review the teaching method, and the experimental class is chosen as the experimental class to make the physical knowledge structure chart for the review teaching. Before and after the experiment, the two classes were measured by the unified mid-term and final exams of Luoyang City, and the results measured before and after the experiment were analyzed by SPSS statistics and single factor analysis of variance respectively. Then, according to the results of the experiment, a preliminary conclusion was drawn. The use of knowledge structure diagrams does have a positive impact on the improvement of students' ability to solve physical problems.
【學(xué)位授予單位】：洛陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.7

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