智能手機在農(nóng)村中學(xué)物理教學(xué)中應(yīng)用與研究
發(fā)布時間：2019-05-22 12:45
【摘要】：伴隨著信息技術(shù)的發(fā)展,科技的進步取得了巨大成就。社會對人才的需求也發(fā)生著巨大的轉(zhuǎn)變,現(xiàn)代社會的文盲已不是不識字人,而是不會學(xué)習(xí)的人。國家對人才的培養(yǎng)也轉(zhuǎn)向于培養(yǎng)學(xué)生的學(xué)習(xí)能力,倡導(dǎo)學(xué)生在學(xué)習(xí)過程中主動參與,樂于探究,勤于動手,培養(yǎng)學(xué)生搜集處理各種龐大的信息的能力、獲取新的知識的能力、分析解決問題的能力、彼此間交流與合作的能力。物理新課改要求教學(xué)者逐漸弱化傳統(tǒng)教學(xué)模式中的教師主體地位,突出以學(xué)生的主體地位,教師只作為教學(xué)的主導(dǎo)者。而人本主義理論強調(diào)了以學(xué)生為中心,恰恰符合了新課改的要求。本文擬從人本主義出發(fā),充分分析其內(nèi)涵,并應(yīng)用到制定和實踐初中物理實驗教學(xué)新模式中去。為研究新課標(biāo)下初中生學(xué)習(xí)物理實驗?zāi)芰Φ默F(xiàn)狀及因素,筆者以五年的農(nóng)村地區(qū)鄉(xiāng)村中學(xué)物理教學(xué)經(jīng)驗,針對農(nóng)村欠發(fā)到地區(qū)物理實驗教學(xué)設(shè)備奇缺的狀況,在借鑒前人對人本主義學(xué)習(xí)理論研究的基礎(chǔ)上,在現(xiàn)代科技手段的支持下對初中物理教學(xué)中聲學(xué)、熱學(xué)、電學(xué)三部分的課堂實驗以及學(xué)生實驗做了對比分析,并給出教學(xué)者相應(yīng)的教學(xué)建議。本文的第4章以實驗的形式呈現(xiàn)了初中聲學(xué)、熱學(xué)、光學(xué)、電學(xué)四部分的傳統(tǒng)實驗全貌,在傳統(tǒng)實驗之后加入了手機虛擬試驗的操作過程,并附有筆者的教學(xué)建議。力圖通過基本實驗的操作過程表現(xiàn)人本主義指導(dǎo)下實驗教學(xué)新路徑的探索。從而為實驗教學(xué)器材缺乏農(nóng)村偏遠地區(qū)中學(xué)提供新的教學(xué)思路,也為沒有苦于學(xué)生當(dāng)中玩手機現(xiàn)象屢禁不止而苦惱的老師提供解決問題的新思路。
[Abstract]:With the development of information technology, great achievements have been made in the progress of science and technology. Great changes have taken place in the demand for talents in society. The illiterate people in modern society are not illiterate people, but people who can't learn. The cultivation of talents by the state has also shifted to the cultivation of students' learning ability, advocating that students take the initiative to participate in the learning process, be willing to explore, be diligent in doing things, cultivate students' ability to collect and process all kinds of huge information, and acquire new knowledge. Analyze the ability to solve problems, the ability to communicate and cooperate with each other. The new physics curriculum reform requires teachers to gradually weaken the dominant position of teachers in the traditional teaching mode, highlighting the dominant position of students, and teachers only act as the leader of teaching. The humanistic theory emphasizes student-centered, which just meets the requirements of the new curriculum reform. Starting from humanism, this paper fully analyzes its connotation and applies it to the formulation and practice of a new mode of physics experiment teaching in junior high school. In order to study the present situation and factors of junior high school students' learning physics experiment ability under the new curriculum standard, the author takes five years of rural middle school physics teaching experience in rural areas and aims at the shortage of physics experiment teaching equipment in rural areas. On the basis of drawing lessons from the previous research on humanistic learning theory, and with the support of modern scientific and technological means, this paper makes a comparative analysis of the classroom experiments and student experiments in the three parts of physics teaching in junior high school, namely acoustics, thermal science and electricity. The corresponding teaching suggestions are given. In the fourth chapter of this paper, the whole picture of the traditional experiment of acoustics, heat, optics and electricity in junior high school is presented in the form of experiment. After the traditional experiment, the operation process of mobile phone virtual experiment is added, and the author's teaching suggestions are attached. Through the operation process of the basic experiment, we try to show the exploration of the new path of experimental teaching under the guidance of humanism. Thus, it provides a new teaching idea for the lack of experimental teaching equipment in middle schools in remote rural areas, and also provides a new way to solve the problem for teachers who are not suffering from the phenomenon of playing mobile phones among students.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7
本文編號：2482951
[Abstract]:With the development of information technology, great achievements have been made in the progress of science and technology. Great changes have taken place in the demand for talents in society. The illiterate people in modern society are not illiterate people, but people who can't learn. The cultivation of talents by the state has also shifted to the cultivation of students' learning ability, advocating that students take the initiative to participate in the learning process, be willing to explore, be diligent in doing things, cultivate students' ability to collect and process all kinds of huge information, and acquire new knowledge. Analyze the ability to solve problems, the ability to communicate and cooperate with each other. The new physics curriculum reform requires teachers to gradually weaken the dominant position of teachers in the traditional teaching mode, highlighting the dominant position of students, and teachers only act as the leader of teaching. The humanistic theory emphasizes student-centered, which just meets the requirements of the new curriculum reform. Starting from humanism, this paper fully analyzes its connotation and applies it to the formulation and practice of a new mode of physics experiment teaching in junior high school. In order to study the present situation and factors of junior high school students' learning physics experiment ability under the new curriculum standard, the author takes five years of rural middle school physics teaching experience in rural areas and aims at the shortage of physics experiment teaching equipment in rural areas. On the basis of drawing lessons from the previous research on humanistic learning theory, and with the support of modern scientific and technological means, this paper makes a comparative analysis of the classroom experiments and student experiments in the three parts of physics teaching in junior high school, namely acoustics, thermal science and electricity. The corresponding teaching suggestions are given. In the fourth chapter of this paper, the whole picture of the traditional experiment of acoustics, heat, optics and electricity in junior high school is presented in the form of experiment. After the traditional experiment, the operation process of mobile phone virtual experiment is added, and the author's teaching suggestions are attached. Through the operation process of the basic experiment, we try to show the exploration of the new path of experimental teaching under the guidance of humanism. Thus, it provides a new teaching idea for the lack of experimental teaching equipment in middle schools in remote rural areas, and also provides a new way to solve the problem for teachers who are not suffering from the phenomenon of playing mobile phones among students.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7
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