本文選題：物理作業(yè) + 分層作業(yè)��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：當(dāng)前,高中物理學(xué)科學(xué)習(xí)中,以“題量堆積”手段來獲取“好成績(jī)”的情況較為普遍,學(xué)生苦累現(xiàn)象明顯。本文以物理學(xué)科為立足點(diǎn),期待解決的一個(gè)核心問題是“減負(fù)”。減負(fù)一方面體現(xiàn)在減輕學(xué)生體力上的負(fù)擔(dān),另一方面則是體現(xiàn)在減輕學(xué)生精神上的負(fù)擔(dān)�！皽p負(fù)”即要使學(xué)生在學(xué)習(xí)中擺脫體力的透支并體會(huì)到學(xué)習(xí)的樂趣和學(xué)有所得的成就感。文中采用大量篇幅來論述“作業(yè)分層”。這里的分層,一方面是從學(xué)習(xí)進(jìn)度之維度來進(jìn)行的分層,每一層的作業(yè)是作為引導(dǎo)性的材料貫穿于學(xué)習(xí)的始終,以促進(jìn)學(xué)生學(xué)習(xí)的主動(dòng)性。另一方面是從能力的維度來進(jìn)行分層,不同層次的學(xué)生完成不同層的作業(yè),盡可能做到因材施教中的因材布置作業(yè),以解決傳統(tǒng)作業(yè)“一刀切”所導(dǎo)致的“吃不飽”、“吃不消”兩個(gè)極端問題。分層作業(yè)實(shí)施的目的主要有三點(diǎn)：1.以作業(yè)為引導(dǎo),調(diào)動(dòng)學(xué)習(xí)的自主性,以實(shí)現(xiàn)學(xué)生主體性教學(xué)； 2.通過標(biāo)準(zhǔn)化作業(yè)的質(zhì)、量,來消除各學(xué)科教師為提高成績(jī)而展開的學(xué)生時(shí)間爭(zhēng)奪戰(zhàn),還作業(yè)以合理性、客觀性,緩解當(dāng)今高中學(xué)生在學(xué)習(xí)中苦不堪言的現(xiàn)狀。3.以作業(yè)的分層優(yōu)化為手段來保證學(xué)生在作業(yè).“量”有限的情況下獲得優(yōu)異的成績(jī)。本文圍繞如上三個(gè)目的展開論述,力致于“分層作業(yè)”的實(shí)施,還學(xué)生更多自主支配時(shí)間以打造學(xué)科優(yōu)勢(shì)、培養(yǎng)終生興趣、了解與發(fā)現(xiàn)真正的自我,從而為自身的終身發(fā)展奠定基礎(chǔ)。
[Abstract]:At present, in the study of high school physics, the situation of "good achievement" is more common with the means of "quantity accumulation", and the students are very tired. This paper is based on the physics subject as the foothold. One of the core problems to be solved is "reducing the burden". Reduce the mental burden of the students. "Reduce the burden" is to make students get rid of the overdraft of physical strength in their study and experience the fun of learning and the sense of achievement. In order to promote the students' initiative in learning, the material of guidance is to promote the initiative of the students. On the other hand, the students are stratified from the dimension of ability, the students at different levels finish the work in different layers, and do the homework in accordance with the students in accordance with their aptitude as much as possible, so as to solve the "eat less" caused by the traditional homework "one size fits all", "eat no more". "Two extreme problems. The purpose of the implementation of the stratified operation is mainly three points: 1. with the guidance of the homework, mobilizing the autonomy of learning to realize the students' subjective teaching; 2. through the quality and quantity of standardized assignments, to eliminate the students' time for the improvement of their achievements by the teachers in various disciplines, and to alleviate the present situation with rationality and objectivity. The difficult situation of high school students in learning.3. is a means to ensure the students' homework. The "quantity" is limited. The article focuses on the three purposes of the study. This article focuses on the implementation of the "stratified operation", and the students are more independent of the time to create the advantages of the subject and cultivate the end. They are interested in understanding and discovering the real self, so as to lay the foundation for their lifelong development.

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

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 郭世澤;;淺議初中物理作業(yè)的分層實(shí)施[J];科學(xué)教育;2011年04期

，

本文編號(hào)：1869915