本文選題：小學(xué)科學(xué) + 初中物理�。� 參考：《聊城大學(xué)》2017年碩士論文

【摘要】：物理概念的教學(xué)在物理教學(xué)中有重要的地位。物理概念是構(gòu)成物理知識體系最基本的要素,是物理學(xué)的基礎(chǔ)內(nèi)容。影響物理概念教學(xué)的因素有很多,概念的難易程度,教師對教材的發(fā)掘程度,教師采用的教學(xué)方法、策略、教學(xué)組織形式、教學(xué)風(fēng)格,學(xué)習(xí)者的學(xué)習(xí)心向與認知策略等都會對概念教學(xué)產(chǎn)生影響。除此之外,學(xué)生頭腦中存在的前概念也對物理概念的學(xué)習(xí)有重要影響。前概念的形成原因是多方面的,其中小學(xué)科學(xué)作為義務(wù)教育階段的科學(xué)啟蒙課程對學(xué)生物理前概念的形成起了很重要的作用。小學(xué)科學(xué)和初中物理課程的關(guān)系本應(yīng)是一脈相承的,但實際教學(xué)操作過程中,兩學(xué)段的教師的工作卻鮮有交集,教學(xué)工作缺乏交流,出現(xiàn)明顯的斷層。初中物理教師的教學(xué)沒有立足于小學(xué)科學(xué)培養(yǎng)學(xué)生的水平之上進行,因此在教學(xué)工作中做了大量的重復(fù)性工作。在建構(gòu)主義學(xué)習(xí)理論,奧蘇貝爾的有意義接受學(xué)習(xí)理論,學(xué)習(xí)遷移理論和皮亞杰的認知發(fā)展理論的指導(dǎo)下,借鑒了相關(guān)的研究成果,通過查閱小學(xué)科學(xué)和初中物理的課程標準,研讀教材,尋找小學(xué)科學(xué)教材和初中物理中相承接的部分,以此確定研究范圍。選取了聲現(xiàn)象和物態(tài)變化中的重要概念,確定初中物理中的教學(xué)難點,制定調(diào)查問卷,分別在小學(xué)和初中開展研究,探尋學(xué)生系統(tǒng)學(xué)習(xí)了小學(xué)科學(xué)課程中的物理部分的內(nèi)容之后在頭腦中形成的對物理概念的理解程度,并調(diào)查了初中學(xué)生在學(xué)習(xí)物理之前頭腦中存在著什么樣的物理前概念。通過兩組的調(diào)查結(jié)果比較分析得出小學(xué)科學(xué)課程的學(xué)習(xí)對學(xué)生物理前概念產(chǎn)生了怎樣的影響。希望通過本次研究喚起對小學(xué)科學(xué)課程的重視,也為小學(xué)科學(xué)和初中物理的教學(xué)工作提供參考。
[Abstract]:The teaching of physics concept plays an important role in physics teaching. The concept of physics is the most basic element of physical knowledge system and the basic content of physics. There are many factors that influence the teaching of physics concept, such as the difficulty of concept, the degree of the teacher's discovering the teaching material, the teaching method, the strategy, the form of teaching organization, the style of teaching, and so on. Learners' learning orientation and cognitive strategies will have an impact on concept teaching. In addition, preconceptions in students' minds also play an important role in the learning of physical concepts. There are many reasons for the formation of pre-concept, among which primary school science, as a science enlightenment course in compulsory education stage, plays an important role in the formation of students' pre-concept of physics. The relationship between primary school science and junior middle school physics curriculum is supposed to be in the same vein, but in the course of practical teaching operation, the teachers' work of the two schools rarely intersects, the teaching work lacks of communication, and there are obvious faults. The teaching of physics teachers in junior high school is not based on the level of scientific training in primary schools, so a lot of repetitive work has been done in the teaching work. Under the guidance of constructivist learning theory, Ausubel's meaningful acceptance learning theory, learning transfer theory and Piaget's cognitive development theory, and drawing lessons from relevant research results, we consult the curriculum standards of primary school science and junior high school physics. Study the teaching material and find the part of science textbook and physics in junior middle school to determine the scope of the research. This paper selects the important concepts of sound phenomenon and physical state change, determines the teaching difficulties in junior high school physics, formulates the questionnaire, and carries out the research in primary school and junior middle school, respectively. This paper explores the degree of understanding of physics concepts formed in the mind after students have systematically studied the contents of physics in the primary school science curriculum, and investigates what kind of prephysical concepts exist in the minds of junior middle school students before learning physics. Through the comparative analysis of the results of the two groups, the author finds out how the learning of science curriculum in primary school affects the students' preconception of physics. It is hoped that this study will arouse the attention to the science curriculum in primary schools and provide a reference for the teaching of science in primary schools and physics in junior high schools.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.6

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