發(fā)布時(shí)間：2018-07-04 20:19

  本文選題：物理力學(xué)概念 + 物理概念教學(xué)��； 參考：《內(nèi)蒙古師范大學(xué)》2015年碩士論文

【摘要】：我們的高中物理概念教學(xué),受應(yīng)試教育的影響,長期以來存在著一些弊端。比如:過于重視和強(qiáng)調(diào)知識的傳授,忽略了學(xué)生在獲得知識的過程中對過程本身的體驗(yàn),學(xué)生的創(chuàng)造性思維在學(xué)習(xí)過程中不但沒有得到發(fā)展反而受到了制約。這是我們教育工作者和教育專家已經(jīng)形成的共識�，F(xiàn)階段我國正處在新課程改革的進(jìn)行中,這次新課程改革是全面的、深入的和系統(tǒng)性的改革。它對教學(xué)內(nèi)容、教學(xué)方式、教學(xué)目標(biāo)和教學(xué)評價(jià)等等都有新的調(diào)整,而且特別重視對學(xué)生創(chuàng)造性思維的培養(yǎng)。在這樣的大環(huán)境下,如何在高中物理概念教學(xué)中充分調(diào)動學(xué)生的積極性和學(xué)習(xí)熱情,讓學(xué)生在主動學(xué)習(xí)中感受物理概念的形成過程,激發(fā)學(xué)生的潛能,使創(chuàng)造性思維得到發(fā)展和提高,這遠(yuǎn)比單純的知識傳授更具有實(shí)際的價(jià)值和意義。從20世紀(jì)90年代開始,有效教學(xué)的理念逐漸成為物理教學(xué)領(lǐng)域的熱點(diǎn),從2001年隨著我國新一輪基礎(chǔ)教育課程改革開始,廣大的物理教育工作者和教育教學(xué)專家共同研究,至今已經(jīng)取得了豐碩的成果。本文將從有效教學(xué)的理念出發(fā),對高中物理力學(xué)概念課進(jìn)行實(shí)踐研究,希望總結(jié)出一些符合新課程要求的可操作的程序,期待同行們能提出寶貴意見,批評指正不勝感激。文章的第一部分對物理概念和物理概念教學(xué)進(jìn)行了闡述。首先闡述了物理概念的定義、含義和特點(diǎn),接著從傳統(tǒng)的物理概念教學(xué)和現(xiàn)代的物理概念教學(xué)兩個(gè)角度,闡述了物理概念教學(xué)的實(shí)施步驟。在第二部分中從有效教學(xué)的理念出發(fā),闡述了怎樣的概念教學(xué)才是有效的或高效的,以及影響概念教學(xué)有效性的內(nèi)因和外因,并對物理概念教學(xué)目標(biāo)的制定及評價(jià)標(biāo)準(zhǔn)進(jìn)行了說明。第三部分對高中物理力學(xué)概念在教材中的安排、知識的呈現(xiàn)方式和力學(xué)概念的內(nèi)容及特進(jìn)行了較為全面的闡述。第四部分筆者選擇了四個(gè)比較有代表性的物理概念進(jìn)行了實(shí)踐研究,希望從具體的教育教學(xué)實(shí)踐中總結(jié)出一些可操作的步驟,為廣大物理教育教學(xué)同行提供可借鑒討論的依據(jù)。
[Abstract]:Under the influence of examination-oriented education, our high school physics concept teaching has some drawbacks for a long time. For example, too much attention to and emphasis on the transfer of knowledge, ignoring the students in the process of acquiring knowledge of the process itself experience, students' creative thinking in the learning process not only has not been developed, but has been restricted. This is the consensus that we educators and educational experts have formed. At present, China is in the process of new curriculum reform, this new curriculum reform is comprehensive, in-depth and systematic reform. It has new adjustment to teaching content, teaching method, teaching goal and teaching evaluation, and pays special attention to the cultivation of students' creative thinking. In such a big environment, how to fully arouse students' enthusiasm and enthusiasm in high school physics concept teaching, let students feel the forming process of physics concept in active learning, and stimulate students' potential. It is of more practical value and significance to develop and improve creative thinking than simply imparting knowledge. Since the 1990s, the concept of effective teaching has gradually become a hot spot in the field of physics teaching. Since 2001, with the beginning of a new round of basic education curriculum reform in our country, the vast number of physics educators and teaching experts have studied together. Fruitful results have been achieved so far. Starting from the concept of effective teaching, this paper will carry on the practice research to the physics mechanics concept course of senior high school, hope to sum up some operable procedures which accord with the new curriculum request, expect the colleague to put forward the valuable opinion, the criticism and correction will be very grateful. The first part of the article expounds physics concept and physics concept teaching. Firstly, the definition, meaning and characteristics of physical concept are expounded. Then, from two angles of traditional physical concept teaching and modern physics concept teaching, the implementation steps of physics concept teaching are expounded. In the second part, starting from the concept of effective teaching, it expounds what kind of concept teaching is effective or efficient, as well as the internal and external factors that affect the effectiveness of concept teaching. The formulation and evaluation standard of physics concept teaching goal are explained. The third part of the senior high school physics mechanics concept in the teaching material arrangement, the knowledge presentation way and the mechanics concept content and the special has carried on the relatively comprehensive elaboration. In the fourth part, the author chooses four representative physics concepts to carry on the practice research, hoping to sum up some operable steps from the concrete education and teaching practice, and to provide the basis for reference and discussion for the physics education and teaching colleagues.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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相關(guān)期刊論文 前2條

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本文編號：2097298