本文選題：物理微課　切入點(diǎn)：概念型　出處：《四川師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：從2010年微課進(jìn)入學(xué)科教學(xué)開(kāi)始,教育工作者對(duì)微課程的研究每年呈遞增趨勢(shì),但微課程在物理教學(xué)中的實(shí)踐應(yīng)用和物理微課程的開(kāi)發(fā)環(huán)節(jié)仍比較薄弱,微課程的理論發(fā)展和微課程在物理學(xué)科中的實(shí)踐研究相脫節(jié)。本研究以探索微課程在高中物理教學(xué)中實(shí)踐應(yīng)用的有效方法為目的,把在教學(xué)中的主體和起主導(dǎo)作用的學(xué)生和教師作為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查、訪談等方式尋找物理微課程內(nèi)容的確定原則;通過(guò)在不同班級(jí)采用不同的教學(xué)方案上同一教學(xué)內(nèi)容的授課模式以及課堂定時(shí)訓(xùn)練成績(jī)的數(shù)據(jù)分析,探究概念型微課、規(guī)律型微課、習(xí)題型微課等不同類(lèi)型的微課程,應(yīng)放在學(xué)生學(xué)習(xí)中的哪個(gè)環(huán)節(jié)更有效,以及引入微課后,物理課堂教學(xué)的環(huán)節(jié)應(yīng)做哪些相應(yīng)的調(diào)節(jié),才能讓微課更好地發(fā)揮作用。實(shí)踐研究表明:學(xué)生需求度高的微課內(nèi)容主要集中在物理教學(xué)中的重點(diǎn)、難點(diǎn)及易錯(cuò)點(diǎn),包括概念、規(guī)律和習(xí)題題型等方面,這些內(nèi)容與大多數(shù)老師在設(shè)計(jì)微課內(nèi)容時(shí)選擇的內(nèi)容一致。對(duì)于簡(jiǎn)單易懂的概念、規(guī)律和習(xí)題題型無(wú)需制作成微課,由于這類(lèi)微課很難激起學(xué)生的學(xué)習(xí)熱情,不能體現(xiàn)微課的作用,無(wú)制作的意義。制作好微課后,不同難度及不同類(lèi)型的微課應(yīng)放在不同的學(xué)習(xí)環(huán)節(jié)。對(duì)于相對(duì)簡(jiǎn)單的概念、規(guī)律型微課,放于課前作為預(yù)習(xí)輔導(dǎo)與放于課堂作為講解輔導(dǎo)的學(xué)習(xí)效果相當(dāng),而對(duì)于相對(duì)較難的概念、規(guī)律型微課,放于課前作為預(yù)習(xí)輔導(dǎo),課堂上強(qiáng)化鞏固的方式比放于課堂作為講解輔導(dǎo)的學(xué)習(xí)效果更好。對(duì)于習(xí)題型微課,放于課前作為預(yù)習(xí)輔導(dǎo)的學(xué)習(xí)效果明顯優(yōu)于放于課堂作為講解輔導(dǎo)的學(xué)習(xí)效果。無(wú)論難易程度或何種課型的微課,都不適合放于課后,尤其是相對(duì)簡(jiǎn)單的內(nèi)容,放于課后的學(xué)習(xí)效果較差。引入微課后,物理課堂教學(xué)的環(huán)節(jié)也應(yīng)做相應(yīng)的調(diào)整。從學(xué)習(xí)時(shí)間的耗費(fèi)及學(xué)習(xí)效果兩個(gè)因素共同考慮,無(wú)論哪種課型的微課,無(wú)論難易程度,采用將微課內(nèi)容放于課前預(yù)習(xí),課堂上強(qiáng)化鞏固的方式最值得采納,雖然對(duì)傳送帶模型、牛頓第二定律實(shí)驗(yàn)等難度較大的微課內(nèi)容,在實(shí)行課前預(yù)習(xí),課堂上重復(fù)講解的方式,學(xué)習(xí)效果最好,但在時(shí)間上耗費(fèi)了更多。本研究的對(duì)象,是雙流中學(xué)實(shí)驗(yàn)班的學(xué)生,其物理基礎(chǔ)屬中等水平,研究者是一線教師,其研究成果容易被復(fù)制和推廣,可以成為微課實(shí)踐研究的實(shí)踐素材,希望能為廣大高中一線物理教師提供借鑒。
[Abstract]:Since 2010, the research of microcurriculum has been increasing every year, but the practical application of microcurriculum in physics teaching and the development of physics microcurriculum are still weak. The theoretical development of microcurriculum is disjointed with the practical research of microcurriculum in physics. The purpose of this study is to explore the effective methods of the application of microcurriculum in physics teaching in senior high school. Taking the students and teachers who play a leading role in the teaching as the research objects, the principles of determining the contents of the physics microcurriculum are found by means of questionnaire survey and interview. By analyzing the teaching mode of the same teaching content and the results of regular training in different classes with different teaching schemes, this paper explores different types of microcourses, such as conceptual microcourses, regular microcourses, exercise microcourses, and so on. Which links should be put in the students' learning more effectively, and what corresponding adjustments should be made to the links of physics classroom teaching after the introduction of micro-lessons? The practical research shows that the contents of microcourses with high demand are mainly focused on the key points, difficulties and error-prone points in physics teaching, including concepts, rules and problem types, etc. The content is the same as what most teachers choose when designing microcourses. For easy to understand concepts, rules and problem sets do not need to be made into microclasses, because such microcourses are difficult to arouse students' enthusiasm for learning. It can't reflect the function of micro-lesson, it has no meaning of making. After making micro-lesson, different difficulty and different type of micro-lesson should be put in different learning link. For relatively simple concept, regular micro-lesson, The learning effect of pre- class tutoring is comparable to that of classroom instruction, but for the relatively difficult concepts, regular microcourses are used as preview tutoring before class. It is better to strengthen and consolidate the classroom than to use it as the instruction in the classroom. The learning effect of pre- class as preview tutoring is obviously better than that of classroom instruction. No matter how difficult it is or what kind of micro-class it is, it is not suitable for after-class learning, especially for relatively simple content. The effect of learning after class is poor. After the introduction of micro-class, the links of physics classroom teaching should be adjusted accordingly. Considering the cost of study time and the learning effect, no matter which kind of micro-class, no matter how difficult it is, It is most worthwhile to adopt the method of strengthening and consolidating the contents of microcourses in the class by putting them into pre-class preparation. Although it is necessary to carry out pre-class preview and repeat explanations in the classroom for the more difficult microcourse contents such as conveyor belt model, Newton's second law experiment, etc. The object of this study is the students of Shuangliu Middle School, whose physical foundation is of medium level, the researcher is a first-line teacher, and the research results are easy to be copied and popularized. It can be the practical material of micro-class practice research, hoping to provide reference for senior high school physics teachers.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434;G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 劉名卓;祝智庭;;視頻微課的實(shí)用學(xué)分析[J];開(kāi)放教育研究;2015年01期

2 胡鐵生;黃明燕;李民;;我國(guó)微課發(fā)展的三個(gè)階段及其啟示[J];遠(yuǎn)程教育雜志;2013年04期

3 梁樂(lè)明;曹俏俏;張寶輝;;微課程設(shè)計(jì)模式研究——基于國(guó)內(nèi)外微課程的對(duì)比分析[J];開(kāi)放教育研究;2013年01期

4 張靜然;;微課程之綜述[J];中國(guó)信息技術(shù)教育;2012年11期

5 司德平;;全國(guó)高考課標(biāo)版與大綱版——物理考試大綱內(nèi)容及要求的比較[J];物理教學(xué);2012年04期

6 胡鐵生;;“微課”:區(qū)域教育信息資源發(fā)展的新趨勢(shì)[J];電化教育研究;2011年10期

7 周艷華;微格教學(xué)在課堂教學(xué)技能培養(yǎng)中的運(yùn)用與探討[J];中小學(xué)電教;2005年06期

相關(guān)碩士學(xué)位論文 前7條

1 樂(lè)林鹿;基于“同課異構(gòu)”的高中物理微課教研與教學(xué)的研究[D];江西師范大學(xué);2016年

2 李?lèi)?ài)靖;高中物理“微課程”的設(shè)計(jì)與應(yīng)用研究[D];華中師范大學(xué);2016年

3 金怡;高中物理概念規(guī)律類(lèi)微課程設(shè)計(jì)實(shí)踐[D];中央民族大學(xué);2016年

4 張廷;基于微課的高中物理翻轉(zhuǎn)課堂教學(xué)模式的研究[D];山東師范大學(xué);2016年

5 蒲桂娟;微課在初中物理實(shí)驗(yàn)教學(xué)中的應(yīng)用研究[D];寧夏大學(xué);2015年

6 張明雪;導(dǎo)學(xué)案與微課融合下的高中物理教學(xué)模式研究[D];河南師范大學(xué);2015年

7 劉芬;基于微課的高中物理探究性實(shí)驗(yàn)有效教學(xué)的研究[D];南京師范大學(xué);2014年

，

本文編號(hào)：1626180