本文關(guān)鍵詞：基于最近發(fā)展區(qū)的初中物理課堂學(xué)習(xí)共同體構(gòu)建的策略研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：新課程改革強調(diào),學(xué)生是學(xué)習(xí)過程中的主體,教師在教學(xué)過程中應(yīng)注重發(fā)揮學(xué)生的主體性地位,同時培養(yǎng)學(xué)生積極主動的學(xué)習(xí)態(tài)度,培養(yǎng)學(xué)生合作交流的技能。所以為了適應(yīng)新課程改革的要求,合作學(xué)習(xí)這種學(xué)習(xí)方式越來越被廣大一線教師所青睞。但是目前的合作學(xué)習(xí)也遇到了一些問題,比如目前學(xué)校中的合作學(xué)習(xí)有形無實,沒有獲得實質(zhì)性的成果等。筆者認為構(gòu)建課堂學(xué)習(xí)共同體是改進合作學(xué)習(xí)的有效手段之一。物理是一門與生活密切聯(lián)系的學(xué)科,對學(xué)生邏輯思維能力的要求相對較高,而初中階段的學(xué)生正處于抽象邏輯思維開始由經(jīng)驗型水平向理論型水平轉(zhuǎn)化的關(guān)鍵期,所以此時通過課堂學(xué)習(xí)共同體來鍛煉學(xué)生的抽象邏輯思維能力,會取得事半功倍的效果。另外,由于初中的學(xué)生是第一次接觸物理課程,所以會有很多同學(xué)出現(xiàn)不適應(yīng)的情況,此時構(gòu)建物理課堂學(xué)習(xí)共同體,可以讓學(xué)生以較快的速度進入物理學(xué)習(xí)中。本文在現(xiàn)有研究成果的基礎(chǔ)上,結(jié)合初中物理的學(xué)科特點及初中生的發(fā)展特點,借助維果茨基的最近發(fā)展區(qū)理論對中學(xué)物理課堂學(xué)習(xí)共同體的構(gòu)建策略進行了研究。研究過程如下:第一章是緒論。主要介紹了本文的選題理由和意義,并分別對最近發(fā)展區(qū)和課堂學(xué)習(xí)共同體的研究現(xiàn)狀做出了介紹和分析。第二章介紹了最近發(fā)展區(qū)的相關(guān)概念。并根據(jù)張麗錦、孫莉等人的最近發(fā)展區(qū)評估方法,設(shè)計了初中學(xué)生在學(xué)習(xí)物理學(xué)科時的最近發(fā)展區(qū)漸進提示題,由于學(xué)生的最近發(fā)展區(qū)是動態(tài)變化的,所以測試題也要有相應(yīng)的變化,本文以學(xué)習(xí)《科學(xué)探究摩擦力》這一節(jié)為例,來展示所設(shè)計的漸進提示題。并根據(jù)測試結(jié)果,將學(xué)生進行了分類。第三章主要介紹了學(xué)習(xí)共同體的概念和理論基礎(chǔ),同時詳細闡述了合作學(xué)習(xí)小組與學(xué)習(xí)共同體的區(qū)別和聯(lián)系,并對初中物理課堂學(xué)習(xí)共同體的含義和特征做出了明確的界定和總結(jié)。第四章主要描述了初中物理課堂學(xué)習(xí)共同體的構(gòu)建策略。構(gòu)建策略主要從分組、組內(nèi)分工、組內(nèi)制度建立、合作技巧幾個方面入手,另外對物理課堂學(xué)習(xí)共同體的運行方式、評價以及影響因素也做出了說明。第五章是教學(xué)中的實踐。將本文所提出的基于最近發(fā)展區(qū)構(gòu)建的物理課堂學(xué)習(xí)共同體的教學(xué)策略應(yīng)用到實際教學(xué)過程中,并以《科學(xué)探究摩擦力》一節(jié)為例進行課堂教學(xué)展示。第六章是對教學(xué)效果的評價與反思。分別從學(xué)生的學(xué)習(xí)成績和學(xué)生的合作交互能力進行測試前后對比,并對結(jié)果進行分析和反思。第七章是展望與不足。
[Abstract]:On the reform of the new curriculum, students are the main body in the process of learning, teachers should pay attention to the students' subjectivity in the process of teaching, and cultivate students' active learning attitude, cultivate students' cooperation and communication skills. So in order to adapt to the requirements of the new curriculum reform, cooperative learning is increasingly favored by the majority of front-line at present, the cooperative learning teachers. But also encountered some problems, such as the current school in cooperative learning oftangible real no substantive results. The author thinks that the construction of classroom learning community is one of the effective means of improving cooperative learning. Physics is a closely linked with life science, the logical thinking ability of students the requirements are relatively high, while the junior middle school students are in the key period of abstract logical thinking began to transform from experience to theory level level, so at this time Through classroom learning community to exercise their abstract logical thinking ability, can achieve a multiplier effect. In addition, the junior high school students is the first contact with the physics course, so there will be a lot of students appear not adapt to the situation, the construction of the physics classroom learning community, allows students to quickly enter the physical learning. On the basis of existing research results, combined with junior high school physics course characteristics and development characteristics of junior high school students, were investigated by constructing strategy of Vygotsky's theory of ZPD learning community of middle school physics classroom. The research process is as follows: the first chapter is the introduction. Mainly introduces the reason and significance of this paper, and the current research situation the classroom learning community area and recent developments were made introduction and analysis. The second chapter introduces the related concept of the zone of proximal development. And according to the Zhang Lijin, Sun Li, et al. Recent development area assessment method, the design of junior high school students in the district recently graduated prompting development of learning physics when, due to recent developments in the area of students is dynamic, so the test should also have a corresponding change, based on the study of scientific inquiry that friction < > festival as an example, to show that the progressive design. According to the test results, the students are classified. The third chapter mainly introduces the concept and theoretical foundation of the learning community, and expounds the difference and relationship between cooperative learning and learning community, and made a clear summary of the definition and the meaning and characteristics of the junior middle school physics classroom learning community the fourth chapter mainly describes the construction strategy of junior middle school physics classroom learning community. Construction strategy mainly from the group, group division, established within the group system, several aspects of cooperation skills. To start, in addition to the physics classroom learning community operation mode, evaluation and influence factors are described also. The fifth chapter is the practice of teaching. This article proposed the physics classroom recently developed area based on the construction of learning community teaching strategies to the practical teaching process, and to "scientific inquiry friction > section as an example to show the classroom teaching. The sixth chapter is the evaluation and reflection of the teaching effect. Were tested and compared before and after the cooperation from the interactive ability of students and students, and analyze and reflect on the results. The seventh chapter is the prospect and shortcomings.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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