【摘要】：隨著科技的進步和經(jīng)濟的發(fā)展,以及國家、社會對創(chuàng)新型人才培養(yǎng)的迫切需要,各個地方和學校對物理創(chuàng)新實驗越來越重視,所開發(fā)出來的創(chuàng)新實驗項目,培養(yǎng)了學生的實踐能力和創(chuàng)新能力,成為了學校培養(yǎng)創(chuàng)新型人才的新途徑。然而,在現(xiàn)行的中學物理課程標準中,物理實驗教學主要還是以傳統(tǒng)的教師課堂演示實驗和學生分組實驗為主,這些傳統(tǒng)的教學方法已經(jīng)逐漸跟不上當前教育發(fā)展的熱點和趨勢。本論文旨在探討STEM(科學、技術(shù)、工程、數(shù)學)教育理念,將其融入到高中物理實驗教學中,從教學實際出發(fā),通過采用探究式學習和合作學習的方式,圍繞著高中物理課外實驗和STEM教育理念進行開發(fā)和設計校本課程,把科學探究、設計活動等具有不同教學功能和多元化的內(nèi)容整合到校本課程中來,通過校本課程的學習,從而提高學生的動手實踐能力,培養(yǎng)學生的創(chuàng)新素質(zhì)。本論文的內(nèi)容包含五個章節(jié)。在第一章引言中,首先簡要說明本文所要研究的背景,并對當前國內(nèi)外相關(guān)課題的研究現(xiàn)狀進行匯總,簡述STEM教育理念對國內(nèi)教育的影響,隨后闡述本文研究的目的和意義,最后設計制作一張流程圖,來展示本文研究的思路和主要方法。第二章是本文研究的理論概述部分,首先對本文所要研究的核心——STEM教育理念的含義進行了概念的界定和分析,隨后簡述本文研究的理論基礎,主要有STEM教育理念、最近發(fā)展區(qū)理論和合作學習理論。第三章是本文研究的基礎,筆者設計問卷,對高考改革下學生對待高中物理的學習情況進行了調(diào)查,隨后對調(diào)查結(jié)果的數(shù)據(jù)進行統(tǒng)計分析,并歸納思考。第四章是本文研究的重點,在闡述課程開發(fā)和建立的過程中,筆者將介紹上海市高中物理課改的情況以及實踐研究學校情況,隨后將著重闡述課程的教學模式和教學策略,并引用詳細的教學實踐和案例,進行分析。在第五章中,筆者將對課程實踐的結(jié)果進行研究和總結(jié),依據(jù)學生課后的問卷以及期末考試成績,通過數(shù)據(jù)的比對與分析,探尋出本文所研究的創(chuàng)新實驗校本課程對學生的影響。第六章節(jié)作為本文的結(jié)束語,筆者將對本文研究歷程做一個回顧,對研究的不足之處進行反思,以及對后續(xù)研究做出了展望。
[Abstract]:With the progress of science and technology and the development of economy, as well as the urgent need of the country and the society for the cultivation of innovative talents, more and more attention has been paid to the innovative experiments in physics in various places and schools. The innovative experimental projects developed have cultivated the students'practical ability and innovative ability, and have become a new way for schools to cultivate innovative talents. In the current middle school physics curriculum standards, the physics experiment teaching is mainly based on the traditional teacher classroom demonstration experiment and student grouping experiment. These traditional teaching methods have gradually failed to keep up with the current hot spots and trends in the development of education. In the physics experiment teaching of senior high school, starting from the teaching practice and adopting the method of inquiry learning and cooperative learning, the school-based curriculum is developed and designed around the physics extracurricular experiment of senior high school and STEM educational idea. The different teaching functions and diversified contents of scientific inquiry and design activities are integrated into the school-based curriculum. The content of this paper includes five chapters. In the introduction of the first chapter, the background of this paper is briefly described, and the current research status of related topics at home and abroad is summarized, and the image of STEM education concept on domestic education is briefly described. Chapter 2 is the theoretical overview of this study. Firstly, the author defines and analyzes the concept of STEM education, which is the core of this study, and then briefly describes the research in this paper. The third chapter is the basis of this study. The author designs a questionnaire to investigate the students'treatment of senior high school physics learning under the reform of the college entrance examination, and then makes a statistical analysis of the survey data and summarizes the thinking. The fourth chapter is the research of this paper. The emphasis of the study is that in the course of curriculum development and establishment, the author will introduce the situation of physics curriculum reform and practice research schools in Shanghai high schools, and then will focus on the curriculum teaching mode and teaching strategy, and cite detailed teaching practice and case analysis. In the fifth chapter, the author will analyze the results of curriculum practice. Based on the questionnaires after class and the final exam results, through data comparison and analysis, this paper explores the impact of innovative experimental school-based curriculum on students. Chapter 6 as the conclusion of this article, the author will review the research process of this article, and reflect on the shortcomings of the study. And the future research is prospected.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

【參考文獻】

相關(guān)期刊論文 前10條

1 蔡鐵權(quán);公眾科學素養(yǎng)與STS教育[J];全球教育展望;2002年04期

2 李潮銳,吳深尚;物理實驗創(chuàng)新教育的探索與實踐[J];物理實驗;2005年04期

3 段志芳;;探索性實驗教學中教師的角色淺析[J];科技創(chuàng)新導報;2008年01期

4 趙章吉;;談高中物理學生分組實驗教學[J];科教文匯(中旬刊);2009年01期

5 楊志強;;發(fā)揮教師教育特色 探索實驗教學改革[J];實驗技術(shù)與管理;2013年09期

6 邱仁和;;提高高中物理實驗教學效率的策略研究[J];物理教學探討;2012年10期

7 徐贊微;;高中物理實驗教學的現(xiàn)狀與應對策略[J];中學物理;2013年13期

8 胡志堅;;新課程背景下中學物理校本課程之功能與實踐初探[J];新課程學習(上);2013年01期

9 曾永康;;高中物理自主實驗能力培養(yǎng)初探[J];才智;2012年22期

10 丁杰;蔡蘇;江豐光;余勝泉;;科學、技術(shù)、工程與數(shù)學教育創(chuàng)新與跨學科研究——第二屆STEM國際教育大會述評[J];開放教育研究;2013年02期

相關(guān)重要報紙文章 前1條

1 董藍蔓;;中國的STEM教育面臨三大瓶頸[N];文匯報;2015年

相關(guān)碩士學位論文 前3條

1 李娜;美國中小學創(chuàng)新人才培養(yǎng)課程體系及其對我國中小學課程改革的啟示[D];江西師范大學;2014年

2 高鵬;中學生創(chuàng)新精神的培養(yǎng)研究[D];河南師范大學;2013年

3 薛猛;高中物理實驗教學現(xiàn)狀調(diào)查與改革探析[D];山東師范大學;2007年

，

本文編號：2209642