本文關(guān)鍵詞： 高中物理 動(dòng)力學(xué)問題 元認(rèn)知策略　出處：《蘇州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：元認(rèn)知策略是學(xué)習(xí)者對(duì)正在進(jìn)行的學(xué)習(xí)活動(dòng)實(shí)施自我監(jiān)控的過程,這個(gè)過程大致可分為三個(gè)部分,即計(jì)劃策略、監(jiān)控策略和調(diào)節(jié)策略。高中物理動(dòng)力學(xué)問題作為物理教材中的重點(diǎn)和難點(diǎn),學(xué)生對(duì)其掌握普遍存在一定的困難。運(yùn)用好元認(rèn)知策略,對(duì)高中物理動(dòng)力學(xué)問題的解決大有幫助。本文首先通過研讀相關(guān)文獻(xiàn),深入了解高中物理動(dòng)力學(xué)問題的特點(diǎn)、解決方法和思路、元認(rèn)知策略及其在物理問題解決中的作用的研究基礎(chǔ)上,編制了高中物理動(dòng)力學(xué)問題解決元認(rèn)知策略問卷和問題解決問卷,并選擇蘇南和蘇北各兩所學(xué)校(三星級(jí)和四星級(jí))的高二和高三年級(jí)的理科生為樣本,對(duì)其進(jìn)行了調(diào)查。接著,根據(jù)調(diào)查問卷的數(shù)據(jù)統(tǒng)計(jì)和分析,對(duì)當(dāng)前高中生動(dòng)力學(xué)問題解決中元認(rèn)知策略的掌握情況、差異及其與動(dòng)力學(xué)問題解決結(jié)果之間的相關(guān)性進(jìn)行了研究。最后,依據(jù)調(diào)查結(jié)果對(duì)高中物理動(dòng)力學(xué)問題的教學(xué)提出建議。本研究對(duì)于促進(jìn)高中物理必修部分的教學(xué)、提升高中生元認(rèn)知策略的水平、優(yōu)化高中畢業(yè)班物理學(xué)科動(dòng)力學(xué)部分的復(fù)習(xí)都具有現(xiàn)實(shí)意義。
[Abstract]:Metacognitive strategies are the process of learners' self-monitoring of ongoing learning activities, which can be divided into three parts: planning strategies. Monitoring strategy and adjusting strategy. As the key and difficult point in physics teaching material, students have some difficulties in mastering it, and make good use of metacognitive strategy. It is very helpful to solve the problems of physics dynamics in senior high school. Firstly, by reading the relevant literature, this paper deeply understands the characteristics, solutions and ideas of the problems of physics dynamics in senior high school. Based on the research of metacognitive strategy and its role in physics problem solving, the questionnaire of problem solving metacognitive strategy and problem solving in physics dynamics of senior high school is developed. The students of senior two and three grades of senior high school in south Jiangsu and north Jiangsu were selected as samples. Then, according to the data of questionnaire, statistics and analysis were carried out. This paper studies the mastery of metacognitive strategies, differences and the correlation between metacognitive strategies and dynamic problem-solving results of senior high school students. Based on the results of the investigation, some suggestions are put forward for the teaching of physics dynamics problems in senior high school. This study can promote the teaching of the required part of physics in senior high school and improve the level of metacognitive strategies of senior high school students. It is of practical significance to optimize the review of physics dynamics in senior high school.
【學(xué)位授予單位】：蘇州大學(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)：1532325