發(fā)布時(shí)間：2019-03-18 12:53

【摘要】：在科技飛速發(fā)展的今天，物理學(xué)在其中起著不可替代的作用。今天的青少年即將成長(zhǎng)為祖國(guó)未來強(qiáng)有力的支柱，他們是祖國(guó)的希望所在。所以大學(xué)的物理教育承擔(dān)著科技興國(guó)的重任。如何做好高中物理和大學(xué)物理的銜接是當(dāng)前最重要的研究課題之一。已經(jīng)有很多學(xué)者對(duì)初中物理和高中物理的銜接、高中物理和大學(xué)物理之間的銜接問題進(jìn)行了不同程度和不同角度的分析和論述。但尚未有人站在課程的階段性的角度去分析銜接問題。本論文中將物理學(xué)習(xí)分成高中物理、普通物理和理論物理三個(gè)層次。這樣分劃的原因是三個(gè)階段呈現(xiàn)的知識(shí)形式不同：高中物理研究的是物理現(xiàn)象（內(nèi)階段），普通物理研究的是物理規(guī)律之間的聯(lián)系，建立解決物理問題的模型（間階段），理論物理研究的是由物理概念和物理規(guī)律建立起的物理體系（外階段）�！皟�(nèi)、間、外”階段論是皮亞杰的心理發(fā)生論的觀點(diǎn)，，強(qiáng)調(diào)學(xué)生的認(rèn)知發(fā)展對(duì)物理課程的階段性產(chǎn)生的銜接問題的影響。采取的研究方法是教育統(tǒng)計(jì)學(xué)中的相關(guān)性分析，選取山東師范大學(xué)2008級(jí)物理與電子科學(xué)學(xué)院的本科生為樣本，對(duì)他們的高考總成績(jī)、普通物理各科成績(jī)和理論物理各科成績(jī)?nèi)咧g的相關(guān)性進(jìn)行分析和論述，發(fā)現(xiàn)學(xué)生高考成績(jī)與普通物理成績(jī)的相關(guān)系數(shù)比普通物理成績(jī)與理論物理成績(jī)間的相關(guān)系數(shù)小很多。進(jìn)入大學(xué)，學(xué)習(xí)了普通物理后，成績(jī)出現(xiàn)了重新分布，高中物理成績(jī)很好的學(xué)生普通物理不見得學(xué)得很好；學(xué)習(xí)了理論物理后，成績(jī)分布情況又發(fā)生了變化，普通物理成績(jī)與理論物理成績(jī)的呈現(xiàn)了較好的相關(guān)性，普通物理學(xué)的好的學(xué)生，理論物理的成績(jī)也不錯(cuò)。體現(xiàn)了學(xué)生成績(jī)從分化到適應(yīng)的過程。剛剛結(jié)束高中學(xué)業(yè)進(jìn)入大學(xué)的學(xué)生，還沒有完全進(jìn)入角色。課程內(nèi)容發(fā)生了很大的變化，而思維方式仍然停留在高中的水平，導(dǎo)致認(rèn)知能力與課程發(fā)展不能相匹配，直接影響學(xué)業(yè)成績(jī)。隨著學(xué)習(xí)的深入，學(xué)生慢慢適應(yīng)了大學(xué)物理課程內(nèi)容及處理方式，思維結(jié)構(gòu)的變化使學(xué)生的學(xué)習(xí)漸入佳境。學(xué)生成績(jī)的分化很大程度是取決于課程發(fā)展和認(rèn)知發(fā)展的關(guān)系，通過對(duì)高中物理和大學(xué)物理課程內(nèi)容的分析，總結(jié)得出，高中物理知識(shí)的特點(diǎn)是從現(xiàn)象中概括物理概念和物理規(guī)律，普通物理是找到物理規(guī)律間的聯(lián)系，建立物理模型，理論物理從整體上把握知識(shí)的結(jié)構(gòu)，具有更普遍的意義。再結(jié)合學(xué)生的認(rèn)知發(fā)展的階段性，從課程內(nèi)容角度出發(fā)闡述了課程發(fā)展的階段性與認(rèn)知發(fā)展的關(guān)系，并分析產(chǎn)生分化的原因。最后總結(jié)了學(xué)生從入學(xué)到畢業(yè)，是如何適應(yīng)大學(xué)物理的學(xué)習(xí)的，并提出了改進(jìn)大學(xué)物理教學(xué)的一些建議。
[Abstract]:With the rapid development of science and technology, physics plays an irreplaceable role in it. Today's young people are about to grow into a strong pillar of the future of the motherland, where they are the hope of the motherland. Therefore, the physics education of the university bears the important task of rejuvenating the country with science and technology. How to make the connection between high school physics and college physics is one of the most important research topics. Many scholars have analyzed and discussed the connection between junior high school physics and senior high school physics, and the connection between senior middle school physics and college physics in different degrees and from different angles. However, no one has been standing in the perspective of the stage of the curriculum to analyze the problem of cohesion. In this paper, physics learning is divided into three levels: high school physics, general physics and theoretical physics. The reason for this division is that the three phases present different forms of knowledge: high school physics studies physical phenomena (internal stage), ordinary physics studies the connection between physical laws, and establishes models for solving physical problems (interphase). Theoretical physics is a physical system (outer stage) established by physical concepts and physical laws. The stage theory of "inside, between, and outside" is Piaget's viewpoint of psychogenic theory, which emphasizes the influence of students' cognitive development on the phase convergence of physics curriculum. The research method adopted is the correlation analysis in educational statistics. The undergraduate students of the School of Physics and Electronic Science, Grade 2008, Shandong normal University, are selected as samples, and their total scores in the college entrance examination are analyzed. The correlation between the scores of general physics and theoretical physics is analyzed and discussed. It is found that the correlation coefficient between the scores of college entrance examination and the scores of general physics is much smaller than that of the scores of general physics and theoretical physics. After entering the university, after studying general physics, the scores have been redistributed, and the students who have very good grades in physics in senior high school may not be able to study well in general physics; After studying theoretical physics, the distribution of achievements has changed again. The results of general physics and theoretical physics show a good correlation. The good students of general physics also have good grades of theoretical physics. It reflects the process of students' grades from differentiation to adaptation. Students who have just finished high school and enrolled in college are not yet fully involved in the role. The content of curriculum has changed greatly, but the mode of thinking is still in the level of high school, which leads to the lack of matching between cognitive ability and curriculum development, which directly affects academic achievement. With the deepening of learning, students gradually adapt to the content and treatment of college physics curriculum, and the change of thinking structure makes students study better. The differentiation of students' achievement depends largely on the relationship between curriculum development and cognitive development. Through the analysis of the curriculum contents of senior high school physics and college physics, it is concluded that The characteristic of physics knowledge in senior high school is to generalize the physical concept and law from the phenomenon. The common physics is to find the connection between the physical laws, to establish the physical model, and to grasp the structure of knowledge in theory physics as a whole, which is of more universal significance. Combined with the stages of students' cognitive development, this paper expounds the relationship between the stages of curriculum development and cognitive development from the point of view of curriculum content, and analyzes the reasons for the differentiation. Finally, the author summarizes how the students adapt to the study of college physics from admission to graduation, and puts forward some suggestions to improve the teaching of college physics.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：O4-4;G652;G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陶沙;從生命全程發(fā)展觀論大學(xué)生入學(xué)適應(yīng)[J];北京師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2000年02期

2 黃沛天;用科學(xué)新觀念充實(shí)大學(xué)物理教學(xué)內(nèi)容[J];江西師范大學(xué)學(xué)報(bào)(自然科學(xué)版);1999年02期

3 張淳民;大學(xué)物理課程體系、教學(xué)內(nèi)容、教學(xué)方法改革的實(shí)踐探索[J];大學(xué)物理;2000年03期

4 蔣絢,黃曉琴;關(guān)于電磁學(xué)與電動(dòng)力學(xué)打通的設(shè)想[J];大學(xué)物理;2004年04期

5 李學(xué)潛;劉松芬;;物理學(xué)中的邏輯思維,開放思維和創(chuàng)新思維[J];大學(xué)物理;2008年01期

6 潮興兵;劉堅(jiān)強(qiáng);魏健寧;;大學(xué)物理課程內(nèi)容與教學(xué)模式整合目的、方法及要點(diǎn)[J];大學(xué)物理;2010年02期

7 吳能芝;陳義成;;如何處理大學(xué)物理教學(xué)中的數(shù)學(xué)知識(shí)——以電磁學(xué)為例的探討[J];高等函授學(xué)報(bào)(自然科學(xué)版);2005年05期

8 萬勇;;由認(rèn)知過程分析理論物理教學(xué)改革中的主要問題[J];高等理科教育;2005年06期

9 邊志華,栗愛軍;論大學(xué)物理教學(xué)內(nèi)容的現(xiàn)代化[J];工科物理;1997年01期

10 盧德馨;大學(xué)物理學(xué)課程和教材的構(gòu)思[J];中國(guó)大學(xué)教學(xué);2000年02期

相關(guān)博士學(xué)位論文 前1條

1 許靜;普通高中物理課程內(nèi)容與大學(xué)物理課程內(nèi)容的適切性研究[D];西南大學(xué);2007年

相關(guān)碩士學(xué)位論文 前5條

1 唐淑君;新課程標(biāo)準(zhǔn)下高中物理與大學(xué)物理的銜接研究[D];山東師范大學(xué);2011年

2 晏光輝;關(guān)于大學(xué)物理中電磁學(xué)部分教學(xué)的探討[D];大連理工大學(xué);2006年

3 雷鳳蘭;物理教學(xué)中培養(yǎng)學(xué)生歸納與演繹推理能力的研究[D];首都師范大學(xué);2006年

4 張彬;從教育銜接層面探討如何促進(jìn)大學(xué)物理學(xué)習(xí)[D];華中師范大學(xué);2007年

5 劉爽;從大學(xué)物理高度看高中物理教學(xué)[D];東北師范大學(xué);2010年

本文編號(hào)：2442883