本文選題：生態(tài)學(xué) + 生態(tài)化　； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：隨著現(xiàn)代科學(xué)技術(shù)的飛速發(fā)展以及自然生態(tài)危機的產(chǎn)生,生態(tài)思想正在席卷著政治、經(jīng)濟、文化等各個領(lǐng)域。一些教育學(xué)家將生態(tài)學(xué)的原理和思想應(yīng)用到教育中,開始關(guān)注教育本身的生態(tài)發(fā)展,教育生態(tài)學(xué)便應(yīng)運而生。教育生態(tài)學(xué)的崛起和發(fā)展為教育教學(xué)規(guī)律的研究提供了一種全新的思維方式和研究方法。本研究從生態(tài)學(xué)的視角來審視當(dāng)前的物理課堂教學(xué),指出了當(dāng)前物理課堂教學(xué)中存在的功利化、教學(xué)脫離實際生活情境、不注重學(xué)生的差異性及可持續(xù)發(fā)展性等非生態(tài)現(xiàn)象。在本研究中,筆者將高中物理課堂教學(xué)系統(tǒng)視為生態(tài)系統(tǒng),試圖用生態(tài)學(xué)思想這種全新的理念來指導(dǎo)當(dāng)前的物理課堂教學(xué)。通過生態(tài)化高中物理課堂的構(gòu)建,讓物理課堂教學(xué)走出當(dāng)前所面臨的困境,最終實現(xiàn)師生的健康、和諧、可持續(xù)的發(fā)展。本研究總共包含四部分:第一部分為論文的第一章、第二章。筆者主要對國內(nèi)外關(guān)于生態(tài)教學(xué)的研究現(xiàn)狀進行了整理,找出國內(nèi)外研究中存在的不足之處,在此基礎(chǔ)上確定了本研究的方向—高中物理課堂教學(xué)生態(tài)化的初步探討,同時通過文獻查閱明確生態(tài)化課堂的內(nèi)涵、特征。第二部分為論文的第三章。通過到真實的高中物理課堂進行觀察,對部分在職物理老師和一些學(xué)生的訪談以及查閱文獻等方式,筆者了解了目前高中物理課堂的現(xiàn)狀,并分析了其中存在的“非生態(tài)”現(xiàn)象。第三部分為論文的第四章、第五章。筆者通過對文獻的研讀,為高中物理課堂的生態(tài)化找到理論支撐。針對目前高中物理課堂中的“非生態(tài)”現(xiàn)象,結(jié)合相關(guān)教育理論以及生態(tài)學(xué)理論和思想,初步提出了將高中物理課堂生態(tài)化的策略。第四部分為論文的第六章,總結(jié)以及反思。這部分主要是對整個研究過程進行總結(jié)、反思,找出其中的優(yōu)勢和不足之處,并對不足之處加以改進,為后續(xù)的研究提供一定的依據(jù)和指導(dǎo)。
[Abstract]:With the rapid development of modern science and technology and the emergence of natural ecological crisis, ecological thought is sweeping all fields such as politics, economy, culture and so on. Some educationalists apply the principles and ideas of ecology to education and begin to pay attention to the ecological development of education itself and educational ecology emerges as the times require. The rise and development of educational ecology provides a new way of thinking and research methods for the study of educational and teaching laws. From the perspective of ecology, this study examines the current physics classroom teaching, points out the utilitarianism in the current physics classroom teaching, the teaching deviates from the actual life situation, does not pay attention to the student's difference and the sustainable development and so on non-ecological phenomenon. In this study, the author regards the physics classroom teaching system of senior high school as an ecosystem, and attempts to use the new idea of ecology to guide the current physics classroom teaching. Through the construction of ecological high school physics classroom, the physics classroom teaching can get out of the current predicament, and finally realize the healthy, harmonious and sustainable development of teachers and students. This study consists of four parts: the first part is the first chapter, the second chapter. The author mainly arranges the research status quo of ecological teaching at home and abroad, finds out the shortcomings of the research at home and abroad, and on this basis determines the direction of this research-the preliminary discussion on the ecology of physics classroom teaching in senior high school. At the same time, the connotation and characteristics of ecological classroom are clarified through literature review. The second part is the third chapter of the thesis. By observing the real physics classroom in senior high school, interviewing some in-service physics teachers and some students and consulting the literature, the author understands the present situation of physics classroom in senior high school. The existence of "non-ecological" phenomenon is also analyzed. The third part is the fourth chapter and the fifth chapter. By studying the literature, the author finds the theoretical support for the ecology of physics classroom in senior high school. In view of the "non-ecological" phenomenon in the physics classroom of senior high school at present, combined with the relevant educational theory and ecological theory and thought, this paper puts forward the strategy of ecologicalization of physics classroom in senior high school. The fourth part is the sixth chapter, summary and reflection. This part is to sum up the whole research process, reflect on it, find out the advantages and disadvantages, and improve the deficiencies to provide some basis and guidance for the follow-up research.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7

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