本文關(guān)鍵詞： 課程標(biāo)準(zhǔn) 物理教材 力學(xué) 比較研究 同課異構(gòu) 教學(xué)策略　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：課程改革期間各種教材不斷涌現(xiàn)打破了以前“一綱一本”的教材局面,新教材也需要在各種檢驗(yàn)中不斷完善,教材的比較研究就發(fā)揮這一功能。同一層次不同版本的教材比較分析它們的差異和優(yōu)缺點(diǎn),對(duì)教師的實(shí)際教學(xué)也有所幫助。教材的比較分析可以幫助教師理解教材,理解課程改革的精髓,幫助教師去把握課標(biāo)教材的特點(diǎn),更新和完善教學(xué)素材從而更好地進(jìn)行教學(xué)。論文分為三部分:首先是物理教學(xué)大綱與課程標(biāo)準(zhǔn)的對(duì)比解讀,再是教材文本的比較分析包括大綱教材與課標(biāo)教材的縱向比較以及兩版課標(biāo)教材的橫向比較。比較它們?cè)诰幣沤Y(jié)構(gòu)、欄目設(shè)置、圖像設(shè)置、物理概念規(guī)律、實(shí)驗(yàn)等呈現(xiàn)方式上的不同,發(fā)掘課標(biāo)教材的表現(xiàn)特色、優(yōu)缺點(diǎn),在教材使用中可以取長(zhǎng)補(bǔ)短相互補(bǔ)充。最后,完成課題期間我花了四個(gè)多月的時(shí)間參與到中學(xué)教學(xué)中,了解兩版課標(biāo)教材在教學(xué)中的使用情況,論文結(jié)合教學(xué)實(shí)踐案例分析課標(biāo)教材的教學(xué)適用性,并通過實(shí)地走訪反饋師生們?cè)诮滩氖褂弥谐霈F(xiàn)的一些問題并針對(duì)性地提出幾點(diǎn)對(duì)策。結(jié)論部分:相對(duì)大綱教材,課標(biāo)教材更關(guān)注“人”的發(fā)展,教材活動(dòng)設(shè)計(jì)關(guān)注學(xué)生的學(xué),注重引導(dǎo)學(xué)生的物理思維。課標(biāo)教材提倡一些新教學(xué)模式,自主學(xué)習(xí)、小組合作、探究式教學(xué)等,培養(yǎng)學(xué)生的自主學(xué)習(xí)和探究能力。在知識(shí)內(nèi)容上課標(biāo)教材更具有選擇性、時(shí)代性的特點(diǎn),但知識(shí)的基礎(chǔ)性、表述的準(zhǔn)確性以及教學(xué)適用性還體現(xiàn)得不夠。人教版、教科版課標(biāo)教材比較發(fā)現(xiàn),第一,兩版課標(biāo)教材都不同程度地反映了課標(biāo)要求,在課標(biāo)體現(xiàn)方式上存在一些差異。教科版教材較為直接地提出課程理念,人教版在理念的體現(xiàn)上更內(nèi)隱一些。第二,兩版教材都注重學(xué)生能力的培養(yǎng),關(guān)注學(xué)生學(xué)習(xí)過程,但側(cè)重點(diǎn)有所不同。教科版更偏向于科學(xué)探究,人教版偏向于引導(dǎo)學(xué)生自主學(xué)習(xí)。第三,兩版教材各有優(yōu)缺點(diǎn),在知識(shí)呈現(xiàn)方式和難度設(shè)置上都有可改進(jìn)和相互借鑒的地方。兩版教材力學(xué)模塊沒有太大差異,斜拋運(yùn)動(dòng)、極限問題、彈性勢(shì)能的表示等內(nèi)容的增加反而加大了教學(xué)難度和學(xué)生學(xué)業(yè)負(fù)擔(dān),也違背了教育改革的初衷。課標(biāo)教材存在的部分教學(xué)問題:第一,教材體現(xiàn)了選擇性但學(xué)生沒有選擇權(quán)。第二,教材在部分教學(xué)活動(dòng)的設(shè)計(jì)上不適應(yīng)實(shí)際教學(xué),教學(xué)效率不高,教學(xué)素材體現(xiàn)了時(shí)代性但脫離實(shí)際教學(xué)。第三,教材中對(duì)個(gè)別物理概念表述時(shí)用詞不夠精確,影響學(xué)生對(duì)知識(shí)的理解。針對(duì)以上問題論文提出了一些教學(xué)對(duì)策,期望對(duì)實(shí)際教學(xué)有所幫助和啟發(fā)。
[Abstract]:During the curriculum reform of various textbooks constantly broke the previous "one key link" teaching situation, the new teaching material also needs to be improved in various tests, a comparative study on the textbooks of the play. The function of different versions of the textbooks and compares their differences and advantages and disadvantages, the practical teaching of Teachers has help. Comparative analysis of teaching materials can help teachers understand the textbook, understand the essence of the curriculum reform, help teachers to grasp the characteristics of the new materials, update and improve the teaching materials so as to better carry out teaching. The thesis is divided into three parts: the first is the comparison of Physics Teaching syllabus and curriculum standards, then comparison comparative analysis of longitudinal comparison including the outline of teaching materials and curriculum teaching materials, two edition textbooks textbook. Compare them in the layout structure, column setting, image setting, physical concept of law, The presentation of the different textbooks to explore the performance characteristics, advantages and disadvantages in the use of teaching materials can complement each other and complement each other. Finally, finish the project period I spent more than four months of time to participate in the teaching of middle school, to understand the use of the two edition of the standard textbooks in teaching, teaching with the application case analysis of teaching practice curriculum materials, and some of the problems of teachers and students visited feedback in the textbooks in use and put forward some countermeasures. The conclusion part: the relative syllabus textbooks, textbooks are more concerned about "human" development, teaching activities design concerned about students, pay attention to guide students thinking in physics. Some of the new curriculum advocates the teaching mode, autonomous learning, cooperative, inquiry teaching, cultivating students' autonomous learning and inquiry ability. In the knowledge content of textbooks is selected Optional, characteristics of the times, but the basic knowledge, the accuracy and applicability of the formulation of teaching is embodied enough. Peph, education science curriculum standard textbook comparison, first, second edition textbooks are different extent reflect the curriculum requirements, there are some differences in curriculum reflects the way. Science Edition more directly presented curriculum, PEP in the concept of more implicit. The second, second versions are focused on the ability of the students, pay attention to students' learning process, but the focus is different. UNESCO version in favor of scientific inquiry, tend to guide students' autonomous learning pep. The third, second versions have there are advantages and disadvantages, in the knowledge representation can be improved and to learn from each other and difficulty settings. There is not much difference between the two versions of mechanical module, projectile motion, limit, elastic energy said content increased With the increased difficulty of teaching and students' academic burden, also contrary to the original intention of the education reform. Some problems in teaching textbooks are: first, the textbook reflects the selectivity but the students have no choice. Second, teaching materials are not adapt to the actual teaching in the design of the teaching activity, the teaching efficiency is not high, the teaching material reflects the times but from the actual teaching. Third, teaching materials on the individual physical concept of words is not accurate enough, affect students' understanding of knowledge. In view of the above problems, the paper puts forward some teaching countermeasures, hope to help and inspire the teaching practice.

【學(xué)位授予單位】：四川師范大學(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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本文編號(hào)：1506400