高中物理教學(xué)中高階思維能力的培養(yǎng)探究
發(fā)布時(shí)間：2018-08-23 21:22
【摘要】：21世紀(jì)是以知識(shí)經(jīng)濟(jì)為主導(dǎo)的信息時(shí)代,不斷更新的知識(shí)和日趨激烈的市場(chǎng)競(jìng)爭(zhēng),不僅為人類社會(huì)的發(fā)展提供了更多的發(fā)展機(jī)遇,也對(duì)人才的培養(yǎng)提出了更高的要求,高階思維能力應(yīng)用而生。高階思維能力是一種高層次認(rèn)知水平的綜合能力,它是當(dāng)今社會(huì)學(xué)習(xí)者得以生存與發(fā)展的必備技能,是新課改的發(fā)展方向。因而,如何在學(xué)科教學(xué)中提高學(xué)生的高階思維能力,是擺在教育工作者面前的最為首要的問(wèn)題,也是當(dāng)下教育研究的中重要課題。本研究以布魯姆的認(rèn)知目標(biāo)分類理論為基礎(chǔ),以高中物理學(xué)科為例,對(duì)高中生高階思維能力的發(fā)展現(xiàn)狀進(jìn)行調(diào)查,并對(duì)調(diào)查結(jié)果進(jìn)行分析,提出物理課堂教學(xué)中培養(yǎng)高階思維的教學(xué)策略。本研究采用文獻(xiàn)法、訪談法以及問(wèn)卷調(diào)查法等多種研究方法,主要研究工作如下：1.通過(guò)分析和總結(jié)國(guó)內(nèi)外高階思維的相關(guān)研究,歸納了以往研究的不足之處,提出擬研究的問(wèn)題,并簡(jiǎn)要的介紹了本研究的思路。2.對(duì)高階思維能力的概念進(jìn)行了界定,并介紹了培養(yǎng)高階思維能力的相關(guān)理論基礎(chǔ),包括杜威的思維與教學(xué)理論、高階學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論和對(duì)話理論,這些理論為調(diào)查問(wèn)卷的編制和教學(xué)策略的提出提供了理論依據(jù)。3.在已有研究的基礎(chǔ)改編高階思維能力的相關(guān)問(wèn)卷,對(duì)高中生高階思維能力的現(xiàn)狀進(jìn)行調(diào)查。運(yùn)用《高中生高階思維能力調(diào)查問(wèn)卷》調(diào)查了308名高中生的高階思維能力,獲得了以下結(jié)果：(1)高中生的高階思維能力處于中等水平,大多數(shù)學(xué)生處理問(wèn)題的的思維層次和認(rèn)知水平還處于低階思維,有待提高；(2)不同層次物理學(xué)業(yè)成績(jī)學(xué)生之間的高階思維能力存在顯著性差異。并且,不同層次物理學(xué)業(yè)成績(jī)學(xué)生之間的高階思維傾向和高階思維技能也都具有顯著性差異；(3)高中階段三個(gè)年級(jí)學(xué)生的高階思維能力的差異并不顯著；(4)不同性別學(xué)生的高階思維能力傾向和高階思維技能都沒(méi)有顯著性差異,但從平均值來(lái)看,男生的高階思維傾向優(yōu)于女生,高階思維的能力(問(wèn)題解決、決策、批判、創(chuàng)造的能力)也強(qiáng)于女生。4.通過(guò)對(duì)研究結(jié)果的分析提出了高中物理教學(xué)中培養(yǎng)學(xué)生高階思維能力的教學(xué)策略：更新教學(xué)理念,提高高階思維能力的培養(yǎng)的意識(shí)；構(gòu)建HOTS學(xué)習(xí)環(huán)境,營(yíng)造高階思維能力發(fā)展的氛圍；選擇多元化的教學(xué)方式,提高學(xué)生的高階思維能力,并基于各個(gè)培養(yǎng)策略對(duì)相關(guān)的教學(xué)案例進(jìn)行評(píng)析。最后還提出了有關(guān)高階思維能力培養(yǎng)過(guò)程中需要注意的一些問(wèn)題,如教師要設(shè)計(jì)基于高階學(xué)習(xí)的問(wèn)題和任務(wù),同時(shí)還要注意學(xué)生思維能力發(fā)展的個(gè)體差異,為一線物理教師提供參考。5.對(duì)本研究進(jìn)行總結(jié)。闡述了本研究所取得的成果、創(chuàng)新之處以及有待進(jìn)一步研究的問(wèn)題,為今后高階思維能力的相關(guān)研究指明了方向。
[Abstract]:The 21st century is an information age dominated by knowledge economy. The constantly updated knowledge and increasingly fierce market competition not only provide more development opportunities for the development of human society, but also put forward higher requirements for the cultivation of talents. Higher-order thinking skills are applied. High-order thinking ability is a comprehensive ability of high-level cognitive level. It is the necessary skill for the learners to survive and develop and the development direction of the new curriculum reform. Therefore, how to improve the students' higher thinking ability in the course of teaching is the most important problem in front of the educators, and it is also an important subject in the current educational research. Based on Bloom's classification theory of cognitive goals and taking physics as an example, this study investigates the development of high-level thinking ability of high school students, and analyzes the results of the investigation The teaching strategy of cultivating high-order thinking in physics classroom teaching is put forward. This research adopts literature method, interview method and questionnaire method, etc. The main research work is as follows: 1. By analyzing and summing up the related research of high order thinking at home and abroad, this paper sums up the shortcomings of the previous researches, puts forward the problems to be studied, and briefly introduces the train of thought of this study. 2. This paper defines the concept of higher order thinking ability, and introduces the theoretical basis of cultivating higher order thinking ability, including Dewey's thinking and teaching theory, higher order learning theory, constructivism learning theory and dialogue theory. These theories provide a theoretical basis for the compilation of questionnaires and the presentation of teaching strategies. Based on the previous research, the current situation of high-order thinking ability of high school students was investigated by adapting the questionnaire of high-order thinking ability. Using the questionnaire of High order thinking ability of High School students, we investigated 308 high school students' higher order thinking ability, and obtained the following results: (1) High order thinking ability of high school students is at the middle level. Most of the students' thinking level and cognitive level are still in the low level of thinking, which needs to be improved. (2) there are significant differences in higher order thinking ability among students at different levels of physics academic achievement. Moreover, there are significant differences in higher order thinking tendency and higher order thinking skills among students with different grades of physics academic achievement. (3) there is no significant difference in higher order thinking ability of three grades in senior middle school. (4) there was no significant difference in higher order thinking ability and higher order thinking skills among students of different genders, but on average, the higher order thinking tendency of boys was better than that of girls, and the ability of higher order thinking (problem solving, decision making, critical thinking) was better than that of female students. The ability to create is also stronger than that of girls. Through the analysis of the research results, this paper puts forward the teaching strategies of cultivating the students' higher order thinking ability in physics teaching in senior high school: renewing the teaching idea, improving the consciousness of the cultivation of the higher order thinking ability, constructing the HOTS learning environment, To create an atmosphere for the development of higher-order thinking ability, to choose a variety of teaching methods, to improve students' high-order thinking ability, and to evaluate the relevant teaching cases based on each training strategy. Finally, some problems that should be paid attention to in the process of developing higher order thinking ability are put forward, such as teachers should design problems and tasks based on higher learning, and at the same time, they should pay attention to the individual differences in the development of students' thinking ability. To provide a reference for first-line physics teachers. This research is summarized. The achievements, innovations and problems to be further studied in this study are expounded, and the direction of the related research on the ability of higher order thinking in the future is pointed out.
【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
本文編號(hào)：2199959
[Abstract]:The 21st century is an information age dominated by knowledge economy. The constantly updated knowledge and increasingly fierce market competition not only provide more development opportunities for the development of human society, but also put forward higher requirements for the cultivation of talents. Higher-order thinking skills are applied. High-order thinking ability is a comprehensive ability of high-level cognitive level. It is the necessary skill for the learners to survive and develop and the development direction of the new curriculum reform. Therefore, how to improve the students' higher thinking ability in the course of teaching is the most important problem in front of the educators, and it is also an important subject in the current educational research. Based on Bloom's classification theory of cognitive goals and taking physics as an example, this study investigates the development of high-level thinking ability of high school students, and analyzes the results of the investigation The teaching strategy of cultivating high-order thinking in physics classroom teaching is put forward. This research adopts literature method, interview method and questionnaire method, etc. The main research work is as follows: 1. By analyzing and summing up the related research of high order thinking at home and abroad, this paper sums up the shortcomings of the previous researches, puts forward the problems to be studied, and briefly introduces the train of thought of this study. 2. This paper defines the concept of higher order thinking ability, and introduces the theoretical basis of cultivating higher order thinking ability, including Dewey's thinking and teaching theory, higher order learning theory, constructivism learning theory and dialogue theory. These theories provide a theoretical basis for the compilation of questionnaires and the presentation of teaching strategies. Based on the previous research, the current situation of high-order thinking ability of high school students was investigated by adapting the questionnaire of high-order thinking ability. Using the questionnaire of High order thinking ability of High School students, we investigated 308 high school students' higher order thinking ability, and obtained the following results: (1) High order thinking ability of high school students is at the middle level. Most of the students' thinking level and cognitive level are still in the low level of thinking, which needs to be improved. (2) there are significant differences in higher order thinking ability among students at different levels of physics academic achievement. Moreover, there are significant differences in higher order thinking tendency and higher order thinking skills among students with different grades of physics academic achievement. (3) there is no significant difference in higher order thinking ability of three grades in senior middle school. (4) there was no significant difference in higher order thinking ability and higher order thinking skills among students of different genders, but on average, the higher order thinking tendency of boys was better than that of girls, and the ability of higher order thinking (problem solving, decision making, critical thinking) was better than that of female students. The ability to create is also stronger than that of girls. Through the analysis of the research results, this paper puts forward the teaching strategies of cultivating the students' higher order thinking ability in physics teaching in senior high school: renewing the teaching idea, improving the consciousness of the cultivation of the higher order thinking ability, constructing the HOTS learning environment, To create an atmosphere for the development of higher-order thinking ability, to choose a variety of teaching methods, to improve students' high-order thinking ability, and to evaluate the relevant teaching cases based on each training strategy. Finally, some problems that should be paid attention to in the process of developing higher order thinking ability are put forward, such as teachers should design problems and tasks based on higher learning, and at the same time, they should pay attention to the individual differences in the development of students' thinking ability. To provide a reference for first-line physics teachers. This research is summarized. The achievements, innovations and problems to be further studied in this study are expounded, and the direction of the related research on the ability of higher order thinking in the future is pointed out.
【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
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