發(fā)布時間：2018-03-17 19:32

  本文選題：物理微課　切入點：概念型　出處：《四川師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：從2010年微課進入學科教學開始,教育工作者對微課程的研究每年呈遞增趨勢,但微課程在物理教學中的實踐應用和物理微課程的開發(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科中的實踐研究相脫節(jié)。本研究以探索微課程在高中物理教學中實踐應用的有效方法為目的,把在教學中的主體和起主導作用的學生和教師作為研究對象,通過問卷調查、訪談等方式尋找物理微課程內容的確定原則;通過在不同班級采用不同的教學方案上同一教學內容的授課模式以及課堂定時訓練成績的數據分析,探究概念型微課、規(guī)律型微課、習題型微課等不同類型的微課程,應放在學生學習中的哪個環(huán)節(jié)更有效,以及引入微課后,物理課堂教學的環(huán)節(jié)應做哪些相應的調節(jié),才能讓微課更好地發(fā)揮作用。實踐研究表明:學生需求度高的微課內容主要集中在物理教學中的重點、難點及易錯點,包括概念、規(guī)律和習題題型等方面,這些內容與大多數老師在設計微課內容時選擇的內容一致。對于簡單易懂的概念、規(guī)律和習題題型無需制作成微課,由于這類微課很難激起學生的學習熱情,不能體現(xiàn)微課的作用,無制作的意義。制作好微課后,不同難度及不同類型的微課應放在不同的學習環(huán)節(jié)。對于相對簡單的概念、規(guī)律型微課,放于課前作為預習輔導與放于課堂作為講解輔導的學習效果相當,而對于相對較難的概念、規(guī)律型微課,放于課前作為預習輔導,課堂上強化鞏固的方式比放于課堂作為講解輔導的學習效果更好。對于習題型微課,放于課前作為預習輔導的學習效果明顯優(yōu)于放于課堂作為講解輔導的學習效果。無論難易程度或何種課型的微課,都不適合放于課后,尤其是相對簡單的內容,放于課后的學習效果較差。引入微課后,物理課堂教學的環(huán)節(jié)也應做相應的調整。從學習時間的耗費及學習效果兩個因素共同考慮,無論哪種課型的微課,無論難易程度,采用將微課內容放于課前預習,課堂上強化鞏固的方式最值得采納,雖然對傳送帶模型、牛頓第二定律實驗等難度較大的微課內容,在實行課前預習,課堂上重復講解的方式,學習效果最好,但在時間上耗費了更多。本研究的對象,是雙流中學實驗班的學生,其物理基礎屬中等水平,研究者是一線教師,其研究成果容易被復制和推廣,可以成為微課實踐研究的實踐素材,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.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.7

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