【摘要】：探究教學(xué)是世界各國(guó)進(jìn)行科學(xué)教育的重要途徑,我國(guó)新一輪的基礎(chǔ)教育課程改革也提倡使用探究教學(xué)模式。由于各國(guó)文化背景和教育現(xiàn)狀存在著巨大差異,探究教學(xué)的具體實(shí)施過(guò)程也不盡相同。對(duì)國(guó)外探究教學(xué)過(guò)程進(jìn)行研究分析,吸取國(guó)外先進(jìn)教學(xué)經(jīng)驗(yàn),對(duì)提升我國(guó)探究教學(xué)水平有一定的幫助。本文以認(rèn)知結(jié)構(gòu)理論、有意義學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論為指導(dǎo),選取美國(guó)、澳大利亞、荷蘭、捷克四個(gè)國(guó)家的初中物理探究教學(xué)視頻和四節(jié)我國(guó)教學(xué)內(nèi)容與之相對(duì)應(yīng)的探究教學(xué)視頻作為研究對(duì)象。文章先對(duì)各國(guó)教學(xué)案例的教學(xué)過(guò)程進(jìn)行描述,然后從課堂結(jié)構(gòu)和探究過(guò)程兩方面對(duì)教學(xué)案例進(jìn)行定量分析比較。通過(guò)對(duì)國(guó)內(nèi)外教學(xué)案例進(jìn)行對(duì)比分析,各國(guó)案例呈現(xiàn)出以下特點(diǎn)：美國(guó)的本節(jié)探究課堂以學(xué)生自主實(shí)驗(yàn)探究為主,側(cè)重于培養(yǎng)學(xué)生的動(dòng)手實(shí)驗(yàn)?zāi)芰?注重學(xué)生對(duì)探究實(shí)驗(yàn)過(guò)程的體驗(yàn)；澳大利亞的本節(jié)探究課堂以師生設(shè)置問(wèn)題情境,提出科學(xué)問(wèn)題,學(xué)生進(jìn)行實(shí)驗(yàn)探究為主；荷蘭的本節(jié)探究課堂以師生共同探究演示實(shí)驗(yàn),歸納總結(jié)物理規(guī)律為主,側(cè)重于為學(xué)生建立系統(tǒng)的知識(shí)結(jié)構(gòu),注重培養(yǎng)學(xué)生的邏輯思維能力；捷克本節(jié)課以教師講解演示實(shí)驗(yàn)和相關(guān)概念,師生問(wèn)答為主；我國(guó)的四個(gè)教學(xué)案例探究過(guò)程較為完整,基本按照“提出問(wèn)題、猜想與假設(shè)、制定計(jì)劃與設(shè)計(jì)實(shí)驗(yàn)、進(jìn)行實(shí)驗(yàn)與收集證據(jù)、分析與論證、評(píng)估、交流與合作”的過(guò)程來(lái)設(shè)計(jì)。與美國(guó)、澳大利亞、荷蘭和捷克教學(xué)相比,我國(guó)課堂教學(xué)的知識(shí)內(nèi)容飽滿,知識(shí)結(jié)構(gòu)體系完善,與生活實(shí)際聯(lián)系緊密,但也暴露出一些個(gè)性或共性的問(wèn)題：教師代替學(xué)生提出將要探究的問(wèn)題,學(xué)生只是實(shí)驗(yàn)的操作者；學(xué)生進(jìn)行實(shí)驗(yàn)時(shí)間偏短；教師對(duì)學(xué)生發(fā)現(xiàn)的超出學(xué)生已有知識(shí)水平或與本節(jié)課內(nèi)容無(wú)關(guān)的問(wèn)題視而不見(jiàn)；通過(guò)實(shí)驗(yàn)數(shù)據(jù)歸納總結(jié)物理規(guī)律時(shí)未對(duì)不符合實(shí)驗(yàn)要求的數(shù)據(jù)進(jìn)行分析。通過(guò)對(duì)國(guó)內(nèi)外探究教學(xué)案例進(jìn)行定性描述和定量分析,結(jié)合我國(guó)初中物理探究教學(xué)現(xiàn)狀,對(duì)我國(guó)初中物理探究教學(xué)的實(shí)施過(guò)程提出以下建議：1.精心設(shè)計(jì)科學(xué)性問(wèn)題；2.在教學(xué)過(guò)程中體現(xiàn)學(xué)生的自主性；3.營(yíng)造寬松的教學(xué)環(huán)境；4.培養(yǎng)學(xué)生對(duì)所做工作進(jìn)行評(píng)估的習(xí)慣；5.積極開(kāi)展課堂探究教學(xué)相應(yīng)的課外拓展。
[Abstract]:Inquiry teaching is an important way to carry out scientific education all over the world, and the new round of basic education curriculum reform in China also advocates the use of inquiry teaching mode. Because of the great differences in cultural background and educational status, the specific implementation process of inquiry teaching is not the same. It is helpful to improve the level of inquiry teaching in our country by studying and analyzing the process of inquiry teaching abroad and absorbing the advanced teaching experience of foreign countries. Under the guidance of cognitive structure theory, meaningful learning theory and constructivist learning theory, this paper selects the United States, Australia, the Netherlands, The video of junior high school physics inquiry teaching in four countries of Czech Republic and the corresponding inquiry teaching video of Chinese teaching content are the objects of study. This paper first describes the teaching process of teaching cases in various countries, and then makes a quantitative analysis and comparison of teaching cases from two aspects: classroom structure and inquiry process. Through the comparative analysis of teaching cases at home and abroad, the cases of various countries show the following characteristics: this section of inquiry classroom in the United States mainly focuses on students' independent experimental inquiry, focusing on the cultivation of students' hands-on experimental ability. Pay attention to the students' experience in the process of inquiry experiment; In this section of the inquiry classroom in Australia, the teachers and students set up the problem situation, put forward the scientific questions, and the students carried on the experiment inquiry mainly; In this section of the inquiry classroom in the Netherlands, teachers and students explore the demonstration experiment together, sum up and summarize the laws of physics, focus on the establishment of systematic knowledge structure for students, and pay attention to the cultivation of students' logical thinking ability. In Czech Republic, teachers explain demonstration experiments and related concepts, and teachers and students give priority to questions and answers. The four teaching case studies in our country are relatively complete and are designed according to the process of "asking questions, conjectures and hypotheses, making plans and designing experiments, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating, communicating and cooperating". Compared with the teaching in the United States, Australia, the Netherlands and the Czech Republic, the classroom teaching in our country is rich in knowledge content, perfect in knowledge structure and closely related to the reality of life. But also exposed some unique or common problems: teachers instead of students put forward the question to be explored, the student is only the operator of the experiment; The experimental time of the students is short; the teachers turn a blind eye to the problems found by the students which are beyond the students' existing knowledge level or have nothing to do with the contents of this class; The data that do not meet the requirements of the experiment are not analyzed when the physical laws are summed up by the experimental data. Through qualitative description and quantitative analysis of inquiry teaching cases at home and abroad, combined with the current situation of physics inquiry teaching in junior high schools in China, the following suggestions are put forward for the implementation process of physics inquiry teaching in junior high schools in China: 1. Elaborate design of scientific problems; 2. In the teaching process reflects the student's autonomy; 3. Create a relaxed teaching environment; 4. Cultivate the habit of students to evaluate the work done; 5. Actively carry out the classroom inquiry teaching corresponding extracurricular development.
【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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本文編號(hào)：2413996