本文關鍵詞：基于同伴教學法的初中力學概念教學研究　出處：《中央民族大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 同伴教學法 力學 物理概念 概念測試題

【摘要】：同伴教學法是哈佛大學教授Eric Mazur在1991年首次提出并應用于大學基礎物理的大班課堂。Mazur等人通過20多年的研究,證明了同伴教學法在對學生物理概念的理解與掌握、學習興趣的提高等方面有積極的作用。物理概念是物理學的基礎,是抽象的思維概括,而對于剛接觸物理的初中學生來說,理解并掌握物理概念存在一定的學習障礙,尤其是有關力學的學習。力是一個抽象的概念,而力學又是整個初中物理的兩大基石之一,所以如何深入地掌握力學概念,提高力學教學效率,同時為高中物理的學習打下堅實的基礎,是一線教師關注的熱點問題�；诖�,本文嘗試在初中力學概念教學中引入同伴教學法,并通過教學實踐驗證其可行性和合理性。本文從理論和實踐兩個方面進行研究。理論方面,通過文獻綜述,總結了同伴教學已取得的成就,并對同伴教學法的教學流程、物理概念測試題的編制、同伴討論、反饋方式四個方面進行簡單介紹和理論分析。同時,根據(jù)國內(nèi)教學實施條件,對同伴教學法做了相應修改。實踐方面,也就是本文研究的重點:同伴教學在初中力學概念教學中的實踐研究。研究的內(nèi)容如下:(1)案例設計與分析:以八年級物理(下冊)《彈力》為例,采用同伴教學法進行教學實踐,分別從教學活動組織、實施說明、案例設計、案例分析四個方面進行設計和分析,從而為一線教師提供范例。(2)同伴教學的課堂實踐研究:選取鄂爾多斯市某所中學初二年級的四個平行班進行實驗研究,分為實驗班和對照班,實驗班采用同伴教學法,對照班采用傳統(tǒng)的教學方法。并在課后對四個班進行測試,檢驗學生對彈力概念的掌握情況。(3)關于教師與學生對同伴教學法態(tài)度的調(diào)查:通過問卷的形式,從學生的滿意度和同伴教學的優(yōu)劣勢兩個方面對學生進行問卷調(diào)查。通過訪談的形式,從同伴教學法實施過程中的優(yōu)點、存在的不足、需要改進的建議等方面對教師進行訪談。在教學實踐的基礎上,通過對概念測試題的前后對比分析,隨堂測試的成績對比分析,學生對同伴教學的滿意度分析和師生對同伴教學法優(yōu)劣勢的評價分析,得出以下結論:(1)同伴教學可以使學生及時發(fā)現(xiàn)自身的錯誤,促進對物理知識的理解,并提高解題能力;(2)同伴教學可以提高學生的正確率,尤其是難度適中的題目或者在借助實驗工具的基礎上;(3)同伴教學法可以提高學生的成績,并且學習困難的學生比成績優(yōu)秀的學生效果更加明顯;(4)同伴教學提高了學生的課堂參與度,可以調(diào)節(jié)課堂的氛圍,更好的激發(fā)學生的學習興趣。通過上述結論,可以驗證同伴教學法在初中力學概念教學中的有效性和可實施性,并為一線教師在課堂中引入同伴教學法提供范例。
[Abstract]:The peer teaching method, which was first proposed by Professor Eric Mazur of Harvard University and applied to college basic physics in 1991, is the first class in the class. Mazur and others have proved that peer teaching plays a positive role in understanding and mastering students' physical concepts and improving their interest in learning through 20 years of research. Physical concept is the basis of physics and generalization of abstract thinking. However, for junior high school students who are physically exposed to physics, there is a certain learning disability in understanding and mastering physical concepts, especially about mechanics learning. Force is an abstract concept, and mechanics is one of the two cornerstones of physics in junior middle school. So how to grasp the concept of mechanics and improve teaching efficiency and lay a solid foundation for physics learning in high school is a hot topic for teachers. Based on this, this article tries to introduce the method of peer teaching in the teaching of junior middle school mechanics concept, and verifies its feasibility and rationality through teaching practice. This paper studies from two aspects of theory and practice. Theoretically, through the literature review, the achievements of peer teaching have been summarized, and four aspects, including the teaching process of peer teaching, the formulation of physical concept test questions, peer discussions and feedback modes, have been briefly introduced and analyzed theoretically. At the same time, according to the domestic teaching implementation conditions, the peer teaching method has been modified accordingly. In practice, it is the focus of this study: the practice of peer teaching in the teaching of mechanics concept in junior middle school. The contents of the study are as follows: (1) the design and analysis of the case: eight grade in Physics (2) "elastic" as an example, the teaching practice by peer teaching method, from the teaching activities of the organization and implementation of description, case design, case analysis of four aspects of design and analysis, so as to provide a good example for the teachers. (2) the classroom practice of peer teaching: we choose four parallel classes in the second grade of a middle school in the Ordos City to carry out the experimental research, which is divided into the experimental class and the control class. The experimental class adopts peer teaching method, while the control class adopts the traditional teaching method. Four classes were tested after class to test the students' mastery of the concept of elastic force. (3) the survey of teachers and students' attitude towards peer teaching method: a questionnaire survey was conducted in two aspects: student satisfaction and peer teaching. Through the form of interview, the teachers are interviewed from the advantages of the implementation of peer teaching method, the shortcomings of the existence, and the suggestions for improvement. Based on the teaching practice, through comparing the concept of test analysis, comparison and analysis with the class test, analysis and evaluation of satisfaction analysis and teaching students to teachers and students on peer peer teaching method advantages and disadvantages, draw the following conclusions: (1) peer teaching can enable students to find their own mistakes, to promote the understanding of physical knowledge, and improve the ability of solving problems; (2) peer teaching can improve the correct rate of students, especially the difficultymoderate topic or based on the experimental tools; (3) peer teaching method can improve students' achievement and effect of the students and students with learning difficulties than good (more obvious; 4) peer teaching improves students' classroom participation, can adjust the classroom atmosphere, stimulate students' interest in learning better. Through the above conclusions, we can verify the effectiveness and feasibility of peer teaching in junior middle school mechanics concept teaching, and provide an example for the first line teachers to introduce peer teaching in the classroom.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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本文編號：1340664