【摘要】：維果茨基的最近發(fā)展區(qū)理論自1930年創(chuàng)始至今,已經(jīng)得到了空前的推崇與不同程度的發(fā)展,在我國,最近發(fā)展區(qū)理論正被逐步應(yīng)用到微觀的學(xué)科教學(xué)上,本文根據(jù)最近發(fā)展區(qū)理論,與高中物理教學(xué)實(shí)踐相結(jié)合,總結(jié)了確定最近發(fā)展區(qū)的幾種方法,并應(yīng)用最近發(fā)展區(qū)理論指導(dǎo)高中電學(xué)部分的教學(xué),進(jìn)行教學(xué)實(shí)踐研究和發(fā)現(xiàn)。在高中電學(xué)教學(xué)中,先借助問卷、訪談、觀察等途徑了解學(xué)生的現(xiàn)實(shí)發(fā)展水平,利用知識的正遷移和順向遷移以舊引新,利用對比類比,利用事先設(shè)置好的問題、懸念,利用由易到難,由特殊到一般,利用圖像等方法進(jìn)入學(xué)生的最近發(fā)展區(qū)。教學(xué)過程中,通過教師設(shè)置問題、變式練習(xí)、錯題糾正,師生、生生的互動,引導(dǎo)、啟發(fā)學(xué)生思考、探究、歸納總結(jié),一次一次實(shí)現(xiàn)最近發(fā)展區(qū)的跨越,以完成潛在發(fā)展水平向現(xiàn)實(shí)發(fā)展水平的轉(zhuǎn)化,從而實(shí)現(xiàn)新課程三維目標(biāo)的有機(jī)結(jié)合,實(shí)現(xiàn)學(xué)生的個性發(fā)展、全面發(fā)面以及學(xué)生創(chuàng)新精神和實(shí)踐能力的培養(yǎng)。以此為基礎(chǔ)設(shè)計出了最近發(fā)展區(qū)理論在物理教學(xué)中的一般流程框架,并在附錄中分別給出了概念教學(xué)和規(guī)律教學(xué)的具體教學(xué)案例。通過對實(shí)驗(yàn)班的跟蹤教學(xué),與對照班相比實(shí)驗(yàn)班同學(xué)無論是從學(xué)習(xí)成績還是學(xué)習(xí)自主性都有一定的提高,實(shí)踐結(jié)果表明：根據(jù)最近發(fā)展區(qū)理論指導(dǎo)學(xué)生的物理教學(xué),可以縮短新課授課時間,培養(yǎng)學(xué)生自主學(xué)習(xí)和合作學(xué)習(xí)的習(xí)慣,同時也有利于學(xué)生成績的進(jìn)步、能力和水平的提高,特別是學(xué)習(xí)成績中上等學(xué)生的進(jìn)步速度較快。最后,筆者結(jié)合最近發(fā)展區(qū)理論和教學(xué)實(shí)踐研究,得出如下結(jié)論： (1)教學(xué)應(yīng)從學(xué)生的“現(xiàn)實(shí)發(fā)展水平”出發(fā),從而激發(fā)求知欲,突出和培養(yǎng)學(xué)生自主性；(2)學(xué)習(xí)目標(biāo)難度應(yīng)在學(xué)生的“最近發(fā)展區(qū)”內(nèi),根據(jù)學(xué)生的最近發(fā)展區(qū)逐層設(shè)置學(xué)習(xí)目標(biāo),在逐步實(shí)現(xiàn)分層目標(biāo)的過程中,達(dá)到最終教學(xué)目標(biāo)； (3)最近發(fā)展區(qū)理論在教學(xué)中階梯性的設(shè)置策略,要求同一個班的學(xué)生能力相當(dāng),成績差距不可太大,即最近發(fā)展區(qū)理論指導(dǎo)下的教學(xué)應(yīng)在分層教學(xué)中實(shí)施。將學(xué)生看作具有一定自學(xué)能力、發(fā)展水平不斷動態(tài)變化的自主能動性個體,在學(xué)生首先實(shí)現(xiàn)自我發(fā)展的前提下實(shí)施最近發(fā)展區(qū)內(nèi)的教學(xué),是本研究的創(chuàng)新點(diǎn)。誠然,因本人研究能力所限,教學(xué)實(shí)踐中存在諸多不可控因素,加之最近發(fā)展區(qū)目前缺乏量化測量的標(biāo)準(zhǔn),本文的結(jié)論有待進(jìn)一步研究與討論。
[Abstract]:Since its founding in 1930, Vygotsky's theory of the proximal development zone has been greatly respected and developed to different degrees. In China, the theory of the recent development zone is being gradually applied to the teaching of microcosmic subjects. Based on the theory of the proximal development area and the practice of physics teaching in senior high school, this paper sums up several methods of determining the proximal development area, and applies the theory of the proximal development zone to guide the teaching of electrical science in senior high school, and carries on the teaching practice research and discovery. In the teaching of electrical science in senior high school, first of all, with the help of questionnaires, interviews, observation and other ways to understand the students' realistic development level, to use the positive transfer of knowledge and the forward transfer of knowledge to introduce the old into the new, to use the comparative analogy, to use the pre-set problems, to be suspense. From easy to difficult, from special to general, the use of images and other methods into the student's proximal development area. In the process of teaching, through teachers setting up problems, variant exercises, error-correcting, teacher-student, student-student interaction, guiding, enlightening students to think, exploring, summing up, realizing the leapfrogging of the proximal development area at a time, In order to complete the transformation from the potential level of development to the level of realistic development so as to realize the organic combination of the three-dimensional goal of the new curriculum and realize the development of students' personality and the cultivation of students' innovative spirit and practical ability. On this basis, the general flow frame of the theory of the proximal development area in physics teaching is designed, and the concrete teaching cases of the concept teaching and the law teaching are given in the appendix. Through the tracing teaching of the experimental class, compared with the control class, the students of the experimental class have some improvement in both their academic achievement and learning autonomy. The practical results show that: according to the theory of the proximal development area, the physics teaching of the students is guided. It can shorten the teaching time of the new course, cultivate students' habit of independent learning and cooperative learning, at the same time, it is beneficial to the progress of the students' achievement, the improvement of their ability and level, especially the speed of the progress of the middle and upper class students. Finally, combining the theory of the proximal development area and the teaching practice, the author draws the following conclusions: (1) the teaching should start from the students'"realistic development level", so as to stimulate the desire for knowledge, highlight and cultivate the students' autonomy; (2) the difficulty of learning goal should be in the students'"proximal development area", according to the students' proximal development area, the learning goal should be set up layer by layer, and the final teaching goal should be achieved in the process of realizing the stratified goal step by step; (3) the strategy of ladder setting in the teaching of the theory of the proximal development area requires the students in the same class to have the same ability and the difference in achievement should not be too big, that is, the teaching under the guidance of the theory of the proximal development area should be carried out in the teaching of different levels. It is the innovation of this study to regard students as autonomous and active individuals with certain self-study ability and dynamic development level, and to implement the teaching in the recent development area under the premise of students' self-development first. It is true that there are many uncontrollable factors in teaching practice due to the limitation of my research ability and the lack of quantitative measurement standards in the recent development area. The conclusion of this paper needs further study and discussion.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7

【共引文獻(xiàn)】

相關(guān)期刊論文 前10條

1 任其平;影響問題解決的心理因素[J];安慶師范學(xué)院學(xué)報(社會科學(xué)版);2003年02期

2 徐麗萍;淺論體育教師的心理品質(zhì)和作用[J];安徽體育科技;2003年02期

3 郭翠菊;;論教師教育中教育學(xué)教學(xué)的“史·思·用”三維模式[J];安陽師范學(xué)院學(xué)報;2009年04期

4 王燕;王曉為;;母語對英語寫作的負(fù)遷移作用[J];邊疆經(jīng)濟(jì)與文化;2010年05期

5 姜娜;王新兵;;社會文化和大學(xué)生人文素養(yǎng)[J];北方文學(xué)(下半月);2011年05期

6 程巍;中小學(xué)教師的職業(yè)人格傾向性及其與教學(xué)行為的關(guān)系[J];濱州師專學(xué)報;2000年03期

7 李劍鳴;;淺談中學(xué)體育教學(xué)中的批評藝術(shù)[J];成才之路;2009年15期

8 伍國勇;;基于辯論模式的經(jīng)管類課程案例教學(xué)實(shí)踐研究[J];出國與就業(yè)(就業(yè)版);2010年02期

9 王歡歡;;淺談教育心理學(xué)在大學(xué)英語課堂導(dǎo)入中的運(yùn)用[J];出國與就業(yè)(就業(yè)版);2011年10期

10 原曉萍;傅海倫;;應(yīng)用“先行組織者”策略指導(dǎo)算法初步教學(xué)[J];中國數(shù)學(xué)教育;2011年06期

相關(guān)博士學(xué)位論文 前10條

1 陳榮;英語詞匯教學(xué)的認(rèn)知語境研究[D];西南大學(xué);2011年

2 潘永興;激勵教育的理論詮釋與實(shí)踐模式研究[D];東北師范大學(xué);2011年

3 蓋立春;復(fù)雜性科學(xué)視野下的化學(xué)課堂“教學(xué)行為組合”研究[D];東北師范大學(xué);2011年

4 喻平;數(shù)學(xué)問題解決認(rèn)知模式及教學(xué)理論研究[D];南京師范大學(xué);2002年

5 郅庭瑾;為何而教[D];華東師范大學(xué);2001年

6 夏惠賢;多元智力理論與個性化教育[D];華東師范大學(xué);2002年

7 邵光華;數(shù)學(xué)樣例學(xué)習(xí)的理論與實(shí)證研究[D];華東師范大學(xué);2003年

8 路海東;小學(xué)生數(shù)學(xué)應(yīng)用題解決的認(rèn)知與元認(rèn)知策略及其訓(xùn)練研究[D];東北師范大學(xué);2004年

9 陳振中;論教育身份[D];華東師范大學(xué);2005年

10 李渺;教師的理性追求[D];南京師范大學(xué);2007年

相關(guān)碩士學(xué)位論文 前1條

1 陶承娜;基于發(fā)現(xiàn)學(xué)習(xí)理論的高中自然地理教法研究[D];南京師范大學(xué);2015年

，

本文編號：2207130