本文選題：物理實(shí)驗(yàn) + 自主學(xué)習(xí)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：高等教育擴(kuò)招迅速擴(kuò)大了高校的數(shù)量和規(guī)模,學(xué)生數(shù)量的增加速度遠(yuǎn)超過(guò)了教師數(shù)量的增加速度,生師比逐漸增大。生師比從擴(kuò)招前的9.8:1到目前的17.5:1的變化間接影響到高等教育的教學(xué)質(zhì)量。近年來(lái),專注于高等教育教學(xué)的研究越來(lái)越多。物理實(shí)驗(yàn)作為高校理工科學(xué)生的必修課程,其教學(xué)也有著非常重要的研究?jī)r(jià)值。面對(duì)物理實(shí)驗(yàn)課前學(xué)生預(yù)習(xí)主動(dòng)性不足的現(xiàn)象,筆者從促進(jìn)學(xué)生自主學(xué)習(xí)的角度,以普通物理實(shí)驗(yàn)課程的力學(xué)和熱學(xué)部分內(nèi)容為依托,開發(fā)與物理實(shí)驗(yàn)題目相對(duì)應(yīng)的預(yù)習(xí)問(wèn)題和思考題,提高物理實(shí)驗(yàn)的教學(xué)效果。出發(fā)點(diǎn)是促進(jìn)學(xué)生自主學(xué)習(xí),采用的方法是設(shè)計(jì)和發(fā)放預(yù)習(xí)問(wèn)題和思考題,并且以課堂提問(wèn)的方式起到檢測(cè)和督促的作用,落腳點(diǎn)是知識(shí)與技能的增長(zhǎng),思維和能力的提高,學(xué)習(xí)態(tài)度更加端正和積極。在學(xué)生開始普通物理實(shí)驗(yàn)課程之前,對(duì)學(xué)生實(shí)施了學(xué)期前問(wèn)卷調(diào)查。學(xué)期前問(wèn)卷主要了解學(xué)生的實(shí)驗(yàn)基礎(chǔ)。根據(jù)自由組合和隨機(jī)分配的原則將學(xué)生分為實(shí)驗(yàn)組和對(duì)照組。在研讀物理實(shí)驗(yàn)教材和相關(guān)實(shí)驗(yàn)資料的基礎(chǔ)上,遵循明確目的性原則、科學(xué)性原則、層次性和遞進(jìn)性原則、啟發(fā)性原則、靈活性和開放性原則、遷移性原則,開發(fā)物理實(shí)驗(yàn)的預(yù)習(xí)問(wèn)題和思考題。學(xué)生在實(shí)驗(yàn)課前完成預(yù)習(xí)問(wèn)題和思考題的回答,在課堂上教師抽查學(xué)生的回答情況,并在課堂上及時(shí)做好反饋。在一段時(shí)間的教學(xué)實(shí)驗(yàn)之后,以問(wèn)卷的形式了解學(xué)生的學(xué)習(xí)情況,學(xué)習(xí)態(tài)度和自我效能感的變化。實(shí)驗(yàn)分析結(jié)果總結(jié)如下:1、與對(duì)照組學(xué)生相比,實(shí)驗(yàn)組學(xué)生的學(xué)習(xí)積極性和主動(dòng)性更高。2、對(duì)照組學(xué)生的預(yù)習(xí)報(bào)告基本上一致,預(yù)習(xí)報(bào)告內(nèi)容包括實(shí)驗(yàn)?zāi)康�、�?shí)驗(yàn)所需器材、實(shí)驗(yàn)原理、實(shí)驗(yàn)操作步驟等部分,所有內(nèi)容都來(lái)源于實(shí)驗(yàn)教材。實(shí)驗(yàn)組的預(yù)習(xí)報(bào)告則是由預(yù)習(xí)問(wèn)題和思考題組成,報(bào)告所呈現(xiàn)的內(nèi)容比較豐富,不再局限于教材。3、針對(duì)某一實(shí)驗(yàn)題目,實(shí)驗(yàn)組的學(xué)生能夠經(jīng)過(guò)認(rèn)真思考,給出多種實(shí)驗(yàn)方法,實(shí)驗(yàn)報(bào)告內(nèi)容呈現(xiàn)出多樣性。4、實(shí)驗(yàn)組的學(xué)生在回答預(yù)習(xí)問(wèn)題和思考題時(shí),能夠以歸納、概括和總結(jié)的方式陳述自己的觀點(diǎn)。與學(xué)生直接從書中抄寫相關(guān)知識(shí)組成預(yù)習(xí)報(bào)告相比,以問(wèn)題為導(dǎo)向的方式更能激發(fā)學(xué)生學(xué)習(xí)的積極性和促進(jìn)學(xué)生自主學(xué)習(xí)。5、在實(shí)驗(yàn)設(shè)計(jì)題目上,學(xué)生表現(xiàn)出活躍的思維和勇于創(chuàng)新的精神。6、霍爾效應(yīng)實(shí)驗(yàn)測(cè)試結(jié)果表明,預(yù)習(xí)問(wèn)題能夠幫助學(xué)生加深對(duì)實(shí)驗(yàn)原理的理解和掌握。在研究的過(guò)程中發(fā)現(xiàn)存在以下幾個(gè)問(wèn)題:第一,預(yù)習(xí)問(wèn)題對(duì)儀器介紹、使用類的實(shí)驗(yàn)不適用,如《示波器的使用》;第二,預(yù)習(xí)問(wèn)題應(yīng)當(dāng)簡(jiǎn)潔,其解釋能夠用一兩句話就能夠說(shuō)明的,學(xué)生更愿意作答;第三,學(xué)生對(duì)熟悉的、簡(jiǎn)單的實(shí)驗(yàn)愿意作答,而對(duì)于陌生的、復(fù)雜的實(shí)驗(yàn)則會(huì)產(chǎn)生排斥,在設(shè)計(jì)問(wèn)題時(shí)對(duì)難易程度的把握非常關(guān)鍵,也比較困難。
[Abstract]:The enrollment expansion of higher education expands the number and scale of colleges and universities rapidly. The increasing speed of the number of students far exceeds the speed of the increase of the number of teachers, and the ratio of students to teachers increases gradually. The change of student teacher ratio from 9. 8: 1 to 17. 5: 1 indirectly affects the teaching quality of higher education. In recent years, more and more research has been devoted to higher education teaching. As a compulsory course for college students of science and engineering, the teaching of physics experiment has very important research value. In the face of the phenomenon that the students' prestudy initiative is insufficient before the physics experiment class, the author, from the angle of promoting the students' autonomous learning, relies on the mechanics and heat part of the general physics experiment course. In order to improve the teaching effect of physics experiment, the preparation problem and examination question corresponding to physics experiment are developed. The starting point is to promote students' independent learning, and the method is to design and distribute preview questions and thought test questions, and to test and supervise the students by asking questions in class. The goal is the growth of knowledge and skills, and the improvement of thinking and ability. Learning attitude is more positive and positive. A pre-term questionnaire survey was conducted before the students started the general physics experiment course. Before the semester, the questionnaire is mainly about the experimental basis of the students. According to the principle of free combination and random distribution, the students were divided into experimental group and control group. On the basis of studying the teaching materials of physical experiments and related experimental materials, following the principles of clear purpose, scientific, hierarchical and progressive, enlightening, flexibility and openness, mobility, the principles of flexibility and openness, the principle of mobility, the principle of science, the principle of hierarchy and progressiveness, the principle of inspiration, the principle of flexibility and openness, Develop the physics experiment preview problem and the thought examination question. The students completed the answers to the preview questions and thought questions before the experimental class, and the teachers checked the students' answers in the classroom, and made timely feedback in the classroom. After a period of teaching experiment, the students' learning situation, learning attitude and self-efficacy were investigated in the form of questionnaire. The results of the experimental analysis are summarized as follows: 1: 1.Compared with the students of the control group, the students in the experimental group have higher learning enthusiasm and initiative. The preview report of the control group is basically the same. The content of the preview report includes the purpose of the experiment and the equipment needed for the experiment. The experiment principle, the experiment operation procedure and so on, all content comes from the experiment teaching material. The previewing report of the experimental group is composed of preview questions and thought questions, and the contents presented in the report are more abundant, and they are no longer confined to the textbook .3. for a certain experimental topic, the students in the experimental group can give a variety of experimental methods after careful consideration. The contents of the experiment report showed diversity. The students in the experimental group were able to express their views in the way of induction, generalization and summary when answering the preview questions and thought questions. Compared with the preparation report of students' direct copying of relevant knowledge from the book, the problem-oriented approach can stimulate students' enthusiasm for learning and promote students' autonomous learning. Students show active thinking and creative spirit. Hall effect test results show that the preview problem can help students to understand and master the principle of the experiment. In the course of the study, the following problems are found: first, the preview problem is not applicable to the introduction of instruments, such as the use of oscilloscopes, and second, the preparation problem should be concise. The explanation can be explained in one or two sentences, and students are more willing to answer; third, students are willing to answer familiar, simple experiments, while unfamiliar and complex experiments produce rejection. In the design of the problem to grasp the degree of difficulty is very critical, but also more difficult.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642;O4-4

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