【摘要】：掌握物理學科的科學概念是物理科學素養(yǎng)形成的條件與提高的基礎,學生對物理概念掌握和理解的程度直接影響了學生對物理知識的學習。教師在進行教學活動之前往往忘記了學生的大腦并非一塊白板,而是存在著一些與科學概念不一致的迷思概念。這些“迷思概念”的存在不僅會阻礙學生掌握正確的科學概念,也會影響學生的物理思維。自從翻轉課堂的教學模式被《環(huán)球郵報》評為2011年影響課堂教學的重大技術變革后,這種教學模式便成為全球教育者的關注焦點,包括我國在內的越來越多的學者開始嘗試將這種新的教學模式應用到實踐中去。本文嘗試應用翻轉課堂教學模式轉化高中生的物理迷思概念,并對其教學效果和教學中遇到的問題進行反思。通過對實驗班和對照班的教學實踐以及課程結束后對兩個班進行的磁學迷思概念量表的測試的結果,發(fā)現(xiàn)進行翻轉課堂教學模式的班級測試結果優(yōu)于傳統(tǒng)課堂教學模式的班級,迷思概念的轉化更加有效,且?guī)熒雍蜕痈钴S。本文首先對國內外迷思概念和翻轉課堂教學的相關研究進行了分析總結與理論探討,剖析了迷思概念轉化的條件、途徑及轉化策略,總結了翻轉課堂的教學模式,并將其與傳統(tǒng)教學模式進行了對比。其次通過對高中生以及物理學科教師的訪談,改編了 CSEM電磁學量表用于后測,并將迷思概念轉化策略融入翻轉課堂教學模式中。而后選取了高中物理選修3-1《磁學》一章,遵循以學生為主體的原則,課堂合作交流的有效性原則以及引發(fā)認知沖突的高效性進行了教學設計,并進行了教學實踐,同時選取一個對照班實施傳統(tǒng)教學模式下的教學實踐活動,在課程的最后對兩個班級同時進行電磁學迷思概念量表的測試。最后應用SPSS對測試數(shù)據(jù)進行處理并分析,結果表明翻轉課堂模式在促進學生物理迷思概念轉化的方面有優(yōu)勢,為高中生物理迷思概念的轉化方式提供了新的方向。
[Abstract]:Mastering the scientific concept of physics is the basis for the formation and improvement of physical scientific literacy. The degree of students' mastery and understanding of physical concepts has a direct impact on the students' learning of physical knowledge. Teachers often forget that the student's brain is not a whiteboard, but some misconceptions that are inconsistent with scientific concepts. The existence of these "myth concepts" will not only hinder students from mastering correct scientific concepts, but also affect students' physical thinking. Ever since the overturned classroom teaching model was named by the Globe and Mail as a major technological change affecting classroom teaching in 2011, this teaching model has become the focus of attention for educators around the world. More and more scholars, including our country, are trying to apply this new teaching mode to practice. This paper attempts to transform the concept of physics myth of high school students by using the flipping classroom teaching mode, and to reflect on its teaching effect and problems encountered in teaching. Through the teaching practice of the experimental class and the control class and the test results of the magnetic myth concept scale of the two classes after the end of the course, it is found that the class test result of the flipping classroom teaching model is better than that of the traditional classroom teaching model. The conversion of the concept of myth is more effective, and the interaction between teachers and students is more active. Firstly, this paper analyzes and summarizes the related research on the concept of myth and flip classroom teaching at home and abroad, analyzes the conditions, approaches and strategies of the conversion of the concept of myth, and summarizes the teaching mode of the flipping classroom. And compare it with the traditional teaching mode. Secondly, through interviews with senior high school students and physics teachers, the CSEM electromagnetism scale is adapted for post-test, and the strategy of transforming the concept of myth into the flipped classroom teaching mode. Then, the author chooses the high school physics elective 3-1 "magnetism" chapter, following the principle of taking the students as the main body, the effective principle of classroom cooperation and communication, and the high efficiency that causes the cognitive conflict, and carries on the teaching practice, and has carried on the teaching practice. At the same time, a control class was chosen to carry out the teaching practice under the traditional teaching mode. At the end of the course, the two classes were tested simultaneously with the concept of electromagnetics myth scale. Finally, using SPSS to process and analyze the test data, the results show that the flipping classroom model has advantages in promoting the transformation of students' concept of physics myth, and provides a new direction for the transformation of high school students' concept of physics myth.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91;G434

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