本文選題：高中物理 + 物理實驗��； 參考：《石河子大學》2015年碩士論文

【摘要】：實驗教學管理是在教育教學中與實驗教學相關的管理行為。自課改以后的高中物理雖然實施了新的課程標準,但地處新疆南疆的喀什地區(qū),在物理實驗教學的模式上,似乎并未有較大改觀,實驗教學管理相對沿海發(fā)達地區(qū)也較薄弱�？κ彩惺强κ驳貐^(qū)唯一的縣級市,在經濟、文化與教育等各個方面都成為喀什地區(qū)的典型。要想了解喀什地區(qū)的實驗教學管理情況,要先對喀什市的高中的實驗教學情況進行調查。以期通過調查,了解現狀,找到差距,分析研究喀什市高中物理實驗教學管理現狀,進而提出改進建議,這對于促進喀什市乃至喀什地區(qū)的物理教學健康發(fā)展具有重大的現實意義,為今后高中物理實驗教學改革和開展實驗教學研究提供第一手資料,為加強少數民族地區(qū)高中物理實驗教學管理提供可借鑒的依據,同時對其它地區(qū)的物理實驗教學管理給予一定的啟示。論文主要運用了問卷調查,訪談和實地考察的方法,分析了喀什市4所高中物理實驗教學資源配置,實驗教學中的現狀和存在的問題,對問題及原因進行了逐一剖析,最后提出了改善物理實驗教學及管理的對策建議。通過對喀什市物理實驗教學資源配置管理情況和喀什市高中物理實驗教學管理情況的調查研究,發(fā)現喀什市在實施實驗教學管理方面存下面的一些問題:1、學校管理者的觀念落后,對實驗教學資源配置管理存在誤區(qū),沒有為實驗教學提供良好的物質保障,在制度上,沒有建立健全各種管理規(guī)章制度,在實驗教學管理過程中沒有形成一種自上而下的管理形式,造成實驗教學管理的混亂現狀。2、實驗管理員職責不夠明確,業(yè)務能力不強,僅僅是實驗室的保管員,在實驗教學管理中與一線教師的溝通較少,沒有起到良好的輔助作用。3、學校教師對物理實驗不重視,雖然教師都承認物理實驗在物理教學中有很重要的作用,但在實際的教學管理過程中并沒有完全體現物理實驗的地位。物理教師重視的是要考查的實驗以及重點章節(jié)的實驗,沒有真正的意識到實驗的作用與意義。4、大多數學生都喜歡物理實驗,但實際上學生的實驗積極性并不是很高,物理實驗也沒有真正發(fā)揮出培養(yǎng)學生動手能力,獨立思考問題的能力以及探究事物的能力,僅僅是停留在為了做實驗而做,使設置實驗課的目的與學生的收獲之間偏差太大,沒有讓實驗朝著學生喜歡的“探究性”方向發(fā)展。5、在實際的實驗教學中,探究性實驗少,驗證性實驗多,教師對實驗教學的管理觀念與新課改中的要求存在偏差。學生沒有掌握學習實驗的一般方法和程序,預習只是停留在把實驗看一遍,實驗結束后,不能寫出完整的實驗報告,對于實驗教學只是浮于表面的實驗步驟和注意事項,使實驗也失去了應有的實際意義。
[Abstract]:The experimental teaching management is the management behavior related to the experiment teaching in the education and teaching. Although the high school physics after the curriculum reform has implemented the new curriculum standard, it is located in the Kashi area of Xinjiang South Xinjiang, it seems that there is no great improvement in the model of physics experiment teaching, and the experimental teaching management is relatively weak in the coastal developed areas. The city is the only county-level city in Kashi area, which has become the representative of Kashi area in all aspects of economy, culture and education. To understand the experimental teaching management in Kashi area, we should first investigate the experimental teaching situation of the high school in Kashi, in order to find out the present situation, find the gap and analyze and study the high school things in Kashi. It is of great practical significance to promote the healthy development of Physics Teaching in Kashi and Kashi area. It provides first-hand information for the reform of physics experiment teaching and experimental teaching in the future and the management of physical experiment teaching in high school in minority areas. It provides a reference for reference, and gives some enlightenment to the physical experiment teaching management in other areas. This paper mainly uses the methods of questionnaire survey, interview and field investigation to analyze the allocation of physical experiment teaching resources in 4 high schools in Kashi, the present situation and existing problems in the experimental teaching, and analyze the problems and reasons one by one. At last, some suggestions are put forward to improve the teaching and management of physics experiment. Through the investigation and study of the situation of the physical experiment teaching resources allocation and management in Kashi and the situation of the high school physics experiment teaching in Kashi City, we find some problems in the implementation of experimental teaching management in Kashi: 1, the concept of school administrators is backward, There are misunderstandings in the allocation and management of experimental teaching resources. There is no good material guarantee for experimental teaching. In the system, there is no establishment and improvement of various management rules and regulations. In the process of experimental teaching management, there is no form of top-down management form in the process of experimental teaching management, resulting in the chaotic status of the experimental teaching management.2, and the responsibilities of the experimental administrators are not clear enough. The business ability is not strong, only the laboratory keeper, in the experimental teaching management and the communication with the front-line teachers less, did not play a good auxiliary role.3, school teachers do not attach importance to the physics experiment, although teachers admit that physics experiments have a very important role in physics teaching, but in the actual process of teaching management, there is no It fully embodies the status of the physics experiment. The physics teacher pays attention to the experiment and the experiment in the key chapters. There is no real awareness of the effect and significance of the experiment.4, most of the students like the physics experiment, but in fact, the enthusiasm of the students is not very high, and the physical experiment does not really give full play to the training of the students. Ability, the ability to think independently and the ability to explore things, is only to stay in order to do experiments, so that the purpose of setting up the experiment course is too big between the students and the students. It does not allow the experiment to develop the.5 in the direction of "inquiry" that the students like. In the actual experiment teaching, there are few exploratory experiments and more verifying experiments. There is a deviation between the teachers' management concept of experimental teaching and the requirements in the new curriculum reform. The students do not master the general methods and procedures of the experiment. The preview only stays in the experiment. After the experiment, the complete experimental report can not be written. The experiment teaching is only the surface experimental steps and matters of attention, so that the experiment is also made. Lose the real meaning of it.
【學位授予單位】：石河子大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7

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