初中物理教學中培養(yǎng)學生形象思維能力的研究
發(fā)布時間：2018-11-25 14:33
【摘要】：中學生感覺物理難學,導致對物理學習失去了興趣,喪失了學習物理的好奇心與求知欲；部分學生看似上課已經(jīng)掌握了所學的理論知識,但通常不能把所學的知識靈活運用到實際生產(chǎn)生活中去解決問題。這在很大程度上與我們平常教學中不重視形象思維能力的訓練有關,要改善這一局面,就要在物理教學中加強形象思維能力的訓練,把形象思維貫穿在教學過程的各個環(huán)節(jié)中。形象思維的過程是思維主體感知客觀事物的形象,并經(jīng)過由表及里的概括加工之后建構(gòu)意向系統(tǒng)的過程,它的形象性、直覺性、非邏輯性、整體性等特征要求我們通過真實的情境、圖形、圖像、聲音等去感知事物的運動變化。物理學是以觀察、實驗為基礎,學習物理需要學生在頭腦中建立起物質(zhì)結(jié)構(gòu)和特定條件下的物理現(xiàn)象、過程等表象,會利用物理形象進行思維,從而把真實的情境和物理學的文字表述、抽象的物理概念、規(guī)律等聯(lián)系起來。這樣有利于對問題進行正確地分析、推理和判斷。因而,要提高物理教學質(zhì)量,必須培養(yǎng)學生的形象思維能力。本論文的研究做了以下工作,首先,在大量文獻研究的基礎上,較為系統(tǒng)和深入地分析了物理形象思維的相關理論。其次,在理論研究的基礎上,主要探討了形象思維在物理概念、物理規(guī)律、物理習題教學中的重要性。最后,基于物理教學中有關形象思維能力的培養(yǎng)現(xiàn)狀,提出培養(yǎng)中學生形象思維能力的4條有效教學策略即：(1)豐富物理表象庫,培養(yǎng)形象思維能力。即創(chuàng)設有趣的物理情境、科學的觀察、多媒體展示、鼓勵學生實驗等方法,讓學生建立豐富的表象庫；(2)加強圖形教學,培養(yǎng)形象思維能力。即通過在課堂中加強物理模型和圖形教學；(3)強化聯(lián)想、想象訓練,發(fā)展形象思維能力。 即通過建立正確的物理思維、采用類比、聯(lián)想等方法發(fā)展形象思維能力； (4)培養(yǎng)學生養(yǎng)成正確的思維習慣。在物理概念、規(guī)律的形成中及物理解題中重視形象思維能力的應用。在理論研究的基礎上,作者在深圳市沙井中學初二年級兩個班進行了為期一學期的實踐。實踐表明,形象思維策略的實施,不僅激發(fā)了學生對物理學習的興趣,而且驗證了策略的有效性和可操作性。
[Abstract]:Middle school students feel that physics is difficult to learn, resulting in the loss of interest in physics learning, the loss of learning physics curiosity and curiosity; Some students seem to have mastered the theoretical knowledge they have learned in class, but they are usually unable to flexibly apply the knowledge they have learned to solve problems in practical production and life. To a great extent, this is related to the fact that we do not attach great importance to the training of the ability of thinking in images in our ordinary teaching. In order to improve this situation, we must strengthen the training of the ability of thinking in images in the teaching of physics, and let the thinking of images run through every link in the teaching process. The process of image thinking is the process that the subject of thinking perceives the image of the objective thing, and constructs the intention system after the generalization and processing from the surface to the inside. It is visualized, intuitive and illogical. Integrity and other features require us to perceive the movement of things through real situations, graphics, images, sounds and so on. Physics is based on observation and experiment. Learning physics requires students to set up physical structures in their minds and physical phenomena and processes under certain conditions. They can use physical images to think. In this way, the real situation is associated with the written expression of physics, abstract physical concepts, laws and so on. This is conducive to correct analysis, reasoning and judgment of the problem. Therefore, in order to improve the quality of physics teaching, we must cultivate the students' ability of thinking in images. The main work of this paper is as follows: firstly, based on a large number of literature studies, the related theories of physical image thinking are systematically and deeply analyzed. Secondly, on the basis of theoretical research, this paper mainly discusses the importance of image thinking in the teaching of physical concepts, physical laws and physical exercises. Finally, based on the current situation of cultivating the ability of thinking in images in physics teaching, four effective teaching strategies are put forward: (1) enriching the physical representation database and cultivating the ability of thinking in images. That is to create interesting physical situation, scientific observation, multimedia display, encourage students to experiment and other methods, let students establish rich representation database; (2) strengthen graphics teaching, cultivate the ability of thinking in images. That is, to strengthen the teaching of physical models and graphics in the classroom; (3) to strengthen association, imagination training, and develop the ability of thinking in images. That is to say, through establishing correct physical thinking, using analogy, association and other methods to develop the ability of thinking in images; (4) to cultivate students to form correct thinking habits. In the formation of physical concepts and laws, attention is paid to the application of the ability of thinking in images. On the basis of theoretical research, the author carried out the practice for one semester in two classes of Grade 2 of Shajing Middle School in Shenzhen. The practice shows that the implementation of image thinking strategy not only stimulates the students' interest in physics learning, but also verifies the effectiveness and operability of the strategy.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7
本文編號：2356450
[Abstract]:Middle school students feel that physics is difficult to learn, resulting in the loss of interest in physics learning, the loss of learning physics curiosity and curiosity; Some students seem to have mastered the theoretical knowledge they have learned in class, but they are usually unable to flexibly apply the knowledge they have learned to solve problems in practical production and life. To a great extent, this is related to the fact that we do not attach great importance to the training of the ability of thinking in images in our ordinary teaching. In order to improve this situation, we must strengthen the training of the ability of thinking in images in the teaching of physics, and let the thinking of images run through every link in the teaching process. The process of image thinking is the process that the subject of thinking perceives the image of the objective thing, and constructs the intention system after the generalization and processing from the surface to the inside. It is visualized, intuitive and illogical. Integrity and other features require us to perceive the movement of things through real situations, graphics, images, sounds and so on. Physics is based on observation and experiment. Learning physics requires students to set up physical structures in their minds and physical phenomena and processes under certain conditions. They can use physical images to think. In this way, the real situation is associated with the written expression of physics, abstract physical concepts, laws and so on. This is conducive to correct analysis, reasoning and judgment of the problem. Therefore, in order to improve the quality of physics teaching, we must cultivate the students' ability of thinking in images. The main work of this paper is as follows: firstly, based on a large number of literature studies, the related theories of physical image thinking are systematically and deeply analyzed. Secondly, on the basis of theoretical research, this paper mainly discusses the importance of image thinking in the teaching of physical concepts, physical laws and physical exercises. Finally, based on the current situation of cultivating the ability of thinking in images in physics teaching, four effective teaching strategies are put forward: (1) enriching the physical representation database and cultivating the ability of thinking in images. That is to create interesting physical situation, scientific observation, multimedia display, encourage students to experiment and other methods, let students establish rich representation database; (2) strengthen graphics teaching, cultivate the ability of thinking in images. That is, to strengthen the teaching of physical models and graphics in the classroom; (3) to strengthen association, imagination training, and develop the ability of thinking in images. That is to say, through establishing correct physical thinking, using analogy, association and other methods to develop the ability of thinking in images; (4) to cultivate students to form correct thinking habits. In the formation of physical concepts and laws, attention is paid to the application of the ability of thinking in images. On the basis of theoretical research, the author carried out the practice for one semester in two classes of Grade 2 of Shajing Middle School in Shenzhen. The practice shows that the implementation of image thinking strategy not only stimulates the students' interest in physics learning, but also verifies the effectiveness and operability of the strategy.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7
【引證文獻】
相關會議論文 前1條
1 楊春鼎;;形象思維的環(huán)節(jié)和過程[A];中國思維科學研究論文選2011年專輯[C];2012年
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