本文關(guān)鍵詞： 視頻分析技術(shù)(VAT) 中學(xué)物理教學(xué) 整合 Tracker軟件　出處：《云南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：當(dāng)前,我國基礎(chǔ)教育領(lǐng)域正在進(jìn)行的課程改革非常重視信息技術(shù)與學(xué)科課程整合。中學(xué)物理作為中學(xué)科學(xué)學(xué)習(xí)領(lǐng)域的一門基礎(chǔ)課程,與科學(xué)技術(shù)的發(fā)展息息相關(guān)。信息技術(shù)在中學(xué)物理教學(xué)中的應(yīng)用更是成為了物理教育改革的趨勢,物理課程標(biāo)準(zhǔn)明確提出:“將信息技術(shù)與物理課程整合,既有利于學(xué)生學(xué)習(xí)物理知識與技能,又有利于培養(yǎng)學(xué)生收集信息、處理信息和傳遞信息的能力�！币虼�,許多物理教師和教育工作者對信息技術(shù)與中學(xué)物理教學(xué)的整合問題進(jìn)行了不斷的探索和實踐。隨著信息技術(shù)在中學(xué)物理教學(xué)中的應(yīng)用與普及,如何將先進(jìn)的現(xiàn)代信息技術(shù)與中學(xué)物理教學(xué)進(jìn)行更好的融合,實現(xiàn)真正的信息化教學(xué),成為了物理教育教學(xué)的研究熱點(diǎn)。信息技術(shù)的不斷發(fā)展,使得現(xiàn)代信息技術(shù)被大量地應(yīng)用于中學(xué)物理教學(xué)中,其中包括大量信息化物理學(xué)科工具,它們往往具有很強(qiáng)的學(xué)科實用性,在中學(xué)物理教學(xué)中作用重大,是信息技術(shù)與中學(xué)物理教學(xué)有效整合的具體體現(xiàn),而視頻分析技術(shù)便是信息化物理學(xué)科工具中的一種。國內(nèi)外已有物理學(xué)者、教師把視頻分析技術(shù)帶入中學(xué)課堂,研究視頻分析技術(shù)在物理教學(xué)中的應(yīng)用,解決了用其他教學(xué)手段無法或難以解決的部分教學(xué)困難,能使物理過程可視化彌補(bǔ)學(xué)生感性認(rèn)識的不足,既服務(wù)了中學(xué)物理教學(xué)又在一定程度上彌補(bǔ)了中學(xué)物理教學(xué)的不足。視頻分析技術(shù)的出現(xiàn)為信息技術(shù)與中學(xué)物理教學(xué)的整合帶來了新的契機(jī)和突破口。本研究在對信息技術(shù)與課程整合的相關(guān)理念進(jìn)行系統(tǒng)學(xué)習(xí)的基礎(chǔ)上,闡述了視頻分析技術(shù)應(yīng)用于中學(xué)物理教學(xué)的理論基礎(chǔ)及相關(guān)概念,提出了將視頻分析技術(shù)應(yīng)用于中學(xué)物理教學(xué)所必須遵守的基本原則,并根據(jù)物理課程標(biāo)準(zhǔn)和中學(xué)物理教材總結(jié)出一些需要應(yīng)用視頻分析技術(shù)來解決傳統(tǒng)教學(xué)困難的課題。然后以視頻分析技術(shù)——Tracker軟件為工具,以圓周運(yùn)動、平拋運(yùn)動、碰撞實驗為課題,在分析每個課題傳統(tǒng)教學(xué)困難的基礎(chǔ)上提出了使用軟件的原因,并給出了在相應(yīng)課題上如何應(yīng)用軟件使物理過程可視化,為學(xué)生提供更多具體的感性材料,幫助學(xué)生自主構(gòu)建物理概念和規(guī)律、探究物理實驗的教學(xué)案例,以此來探索視頻分析技術(shù)在中學(xué)物理概念、規(guī)律和實驗教學(xué)中的具體應(yīng)用,從而為中學(xué)物理教師提供新型教學(xué)手段的參考,為日后對信息技術(shù)與中學(xué)物理教學(xué)整合的研究提供了借鑒和啟發(fā),以此促進(jìn)中學(xué)物理教學(xué)。
[Abstract]:At present, the curriculum reform in the field of basic education in our country attaches great importance to the integration of information technology and subject curriculum. Physics in middle school is a basic course in the field of science learning in middle school. It is closely related to the development of science and technology. The application of information technology in physics teaching in middle school has become the trend of physics education reform. The standard of physics curriculum puts forward clearly: "integrate information technology and physics curriculum." It is not only conducive to learning physical knowledge and skills, but also conducive to the development of students' ability to collect, process and transmit information... " Many physics teachers and educators have made continuous exploration and practice on the integration of information technology and physics teaching in middle schools. With the application and popularization of information technology in physics teaching in middle schools. How to integrate the advanced modern information technology and physics teaching in middle school better and realize the real information teaching has become the research hotspot of physics education and teaching, and the continuous development of information technology. Modern information technology is widely used in physics teaching in middle schools, including a large number of information-based physics teaching tools, which often have a strong practical subject, and play an important role in physics teaching in middle schools. It is the concrete embodiment of the effective integration of information technology and physics teaching in middle school, and video analysis technology is one of the tools of information physics. The teacher brings the video analysis technology into the middle school classroom, studies the application of the video analysis technology in the physics teaching, solves some teaching difficulties which can not be solved or difficult to solve by the other teaching methods. It can make the physical process visualized to make up for the deficiency of the students' perceptual knowledge. The emergence of video analysis technology brings a new opportunity and breakthrough for the integration of information technology and physics teaching in middle school. On the basis of systematic study on the related concepts of information technology and curriculum integration. This paper expounds the theoretical basis and related concepts of the application of video analysis technology to physics teaching in middle schools, and puts forward the basic principles that must be observed when applying video analysis technology to physics teaching in middle schools. According to the physics curriculum standard and physics textbook of middle school, some problems that need to be solved by video analysis technology are summarized. Then, Tracker software is used as the tool. Taking circular motion, flat-throwing motion and collision experiment as subjects, the paper puts forward the reasons for using software on the basis of analyzing the traditional teaching difficulties of each subject. And how to use software to visualize the physical process in the corresponding subject, to provide more concrete perceptual materials for students, to help students to construct the physical concept and law independently, and to explore the teaching cases of physics experiment. In order to explore the specific application of video analysis technology in physics concepts, rules and experimental teaching in middle schools, so as to provide a new teaching method for middle school physics teachers. It provides reference and inspiration for the future research on the integration of information technology and physics teaching in middle schools, so as to promote physics teaching in middle schools.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 洪炎紅;徐曉梅;馮潔;;視頻分析軟件與中學(xué)物理教學(xué)整合的探索——以Tracker軟件研究單擺運(yùn)動為例[J];物理通報;2017年06期

2 洪炎紅;徐曉梅;;基于Tracker軟件的平拋運(yùn)動可視化教學(xué)策略[J];中學(xué)物理教學(xué)參考;2015年21期

3 史江南;;“實驗:探究碰撞中的不變量”創(chuàng)新教學(xué)設(shè)計[J];物理教學(xué)探討;2015年05期

4 龐瑋;許惠平;王仁燦;林偉佳;寧鋅;徐小明;;利用視頻分析測量阻尼振子的阻尼系數(shù)[J];大學(xué)物理實驗;2014年06期

5 陳霞;;物理實驗的視頻分析和實驗數(shù)據(jù)的提取[J];物理教學(xué)探討;2013年06期

6 項華;羅樂;;視頻分析方法運(yùn)用于物理教學(xué)活動之簡介與探討[J];物理教師;2013年01期

7 吳志山;;讓真實定量、定格——Tracker軟件在物理教學(xué)中的應(yīng)用[J];物理教師;2012年07期

8 宋燕;路林林;胡凡剛;;近十年我國信息技術(shù)與物理課程整合研究的實證分析[J];遠(yuǎn)程教育雜志;2012年03期

9 高慧麗;熊建文;;視頻分析軟件在物理教學(xué)中的應(yīng)用[J];物理通報;2011年07期

10 呂征;;《實驗:探究碰撞中的不變量》教學(xué)設(shè)計[J];物理教學(xué)探討;2010年08期

相關(guān)碩士學(xué)位論文 前1條

1 顏廷峰;信息技術(shù)與中學(xué)物理教學(xué)整合模式的教學(xué)設(shè)計研究[D];東北師范大學(xué);2004年

，

本文編號：1478024