本文選題：知識(shí)序列　切入點(diǎn)：知識(shí)廣度　出處：《陜西師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：課程內(nèi)容設(shè)計(jì)是課程設(shè)計(jì)的核心,物理課程的性質(zhì)決定了物理課程內(nèi)容設(shè)計(jì)是引導(dǎo)學(xué)生獲取人類(lèi)認(rèn)識(shí)的基本成果——理論化、系統(tǒng)化的知識(shí)為主,教材作為學(xué)生學(xué)習(xí)知識(shí)的重要載體,是課程最重要的形式之一,教材知識(shí)內(nèi)容的選擇、教材編寫(xiě)的邏輯和思路等在很大程度上影響著課程實(shí)施及其成效,對(duì)學(xué)生知識(shí)建構(gòu)過(guò)程和認(rèn)知發(fā)展產(chǎn)生重要影響。同時(shí),教材是教師進(jìn)行教學(xué)的主要依據(jù),是教師創(chuàng)造性開(kāi)發(fā)課程資源提供了基礎(chǔ)、依據(jù)和參考,教材比較研究有利于提高教師教材分析能力,引導(dǎo)教師深刻地理解教材設(shè)計(jì)意圖,落實(shí)課程設(shè)計(jì)的理念,借鑒國(guó)外優(yōu)秀的教學(xué)思想、方法,有利于啟發(fā)教師產(chǎn)生新思路和新見(jiàn)解,激發(fā)教師教學(xué)的創(chuàng)造性思維。所以,物理教材編寫(xiě)的質(zhì)量,直接影響著物理課程的實(shí)施及其效果�！叭f(wàn)有引力定律”是17世紀(jì)自然科學(xué)最偉大的成果之一�！半妶�(chǎng)”是電磁學(xué)理論核心內(nèi)容之一�！傲W(xué)”和“電磁學(xué)”專(zhuān)題是高中物理的重要內(nèi)容之一,“萬(wàn)有引力定律”和“電場(chǎng)”是學(xué)生進(jìn)一步學(xué)習(xí)物理的和傳承科學(xué)文化基礎(chǔ)。本研究選取英國(guó)最具代表性的高中物理教材《AQA Physics A》和我國(guó)人教版高中物理教材,以“萬(wàn)有引力定律”和“電場(chǎng)”主題為研究對(duì)象,通過(guò)翻譯AQA教材相應(yīng)內(nèi)容,從兩個(gè)版本物理教材的內(nèi)容知識(shí)結(jié)構(gòu)切入,通過(guò)“概念圖譜”試尋找一種教材比較研究的新方法；并提出“知識(shí)序列”、“知識(shí)跨度”概念；以“概念圖譜”為基礎(chǔ),從知識(shí)序列、知識(shí)廣度、知識(shí)深度、知識(shí)跨度四個(gè)方面,對(duì)“萬(wàn)有引力定律”和“電場(chǎng)”主題知識(shí)內(nèi)容的選擇和組織比較分析。在“萬(wàn)有引力定律”專(zhuān)題比較研究中,中英兩個(gè)版本教材存在以下差異：1.中、英物理教材存在“力”和“場(chǎng)”主線編寫(xiě)的不同；2.“平方反比規(guī)律”編寫(xiě)邏輯有“反證法”和“演繹法”的區(qū)別；3.對(duì)學(xué)生認(rèn)知要求存在明顯差異。在“電場(chǎng)”專(zhuān)題比較研究中,中英教材有以下差異：1.人教版教材以“電荷”和“電場(chǎng)”為核心,注重對(duì)“電容器”的靜態(tài)認(rèn)識(shí)；AQA教材主要以“電場(chǎng)”和“電容器”為核心,強(qiáng)調(diào)對(duì)“電容器”的動(dòng)態(tài)分析；2.人教版教材章節(jié)采用螺旋式設(shè)計(jì),重要概念采用直線式設(shè)計(jì)思路；AQA教材章節(jié)采用直線型設(shè)計(jì),重要概念采用多種組織方式混合,注重概念的相對(duì)獨(dú)立性；3.AQA教材比人教版教材的難度要大；4.AQA教材注重“電場(chǎng)”與“引力場(chǎng)”的類(lèi)比和遷移。根據(jù)兩個(gè)主題研究的特點(diǎn),得出以下結(jié)論：第一,AQA教材知識(shí)組織方式多樣。第二,AQA教材比人教版教材知識(shí)廣度大。第三,AQA教材比人教版教材知識(shí)深度深。第四,AQA教材教比人教版教材知識(shí)跨度大�！八街�,可以攻玉”,根據(jù)研究結(jié)果對(duì)我國(guó)教材“力學(xué)”“電學(xué)”部分的編寫(xiě)提出以下建議：1.概念界定方式多種化；2.減少演繹法的編寫(xiě)思維；3.注重知識(shí)的遷移；4.注重物理科學(xué)思維的滲透。
[Abstract]:The design of curriculum content is the core of curriculum design. The nature of physics curriculum determines that the design of physics curriculum content is the basic achievement of guiding students to acquire human cognition-theorization and systematization of knowledge. As an important carrier of students' learning knowledge, teaching material is one of the most important forms of curriculum. The choice of textbook knowledge content, the logic and train of thought of textbook compilation influence the course implementation and its effectiveness to a great extent. At the same time, the teaching material is the main basis for teachers to teach, and it is the foundation, basis and reference for teachers to develop curriculum resources creatively. The comparative study of teaching materials is helpful to improve teachers' ability of teaching material analysis, to guide teachers to understand the intention of textbook design, to carry out the idea of curriculum design, and to learn from the excellent teaching ideas and methods of foreign countries. It is helpful to inspire teachers to produce new ideas and new ideas, and to stimulate teachers' creative thinking in teaching. Therefore, the quality of compiling physics textbooks, The law of universal gravity is one of the greatest achievements of natural science in 17th century. "Electric field" is one of the core contents of electromagnetism theory. The topics of "mechanics" and "electromagnetism" are high. The law of universal gravitation and electric field are the basis for students to further study physics and inherit science and culture. This study selects the most representative senior high school physics textbook < AQA Physics A > and Chinese people in the UK. Teaching High School Physics textbook, Taking the theme of "Law of Gravity" and "Electric Field" as the research object, this paper tries to find a new method for the comparative study of teaching materials by translating the corresponding contents of AQA textbooks, cutting into the content knowledge structure of the two versions of physical textbooks, and trying to find a new method for the comparative study of teaching materials through "Conceptual Atlas". The concept of "knowledge sequence" and "knowledge span" is put forward, which is based on "concept map" from four aspects: knowledge sequence, knowledge breadth, knowledge depth and knowledge span. A comparative analysis of the selection and organization of the subject knowledge of "Law of Universal Gravity" and "Electric Field". In the thematic comparative study of the Law of Universal Gravity, there are the following differences between the Chinese and English versions of the textbook: 1. There are differences between the main lines of "Force" and "Field" in English Physics textbooks. The writing logic of "inverse law of square and inverse proportion" is the difference between "counter-proof" and "deductive method" 3.There are obvious differences in the cognitive requirements of students. In the comparative study of "Electric Field", There are the following differences between Chinese and English textbooks: 1.The core of the teaching material is "charge" and "electric field", and the static understanding of "capacitor" is emphasized. AQA textbooks mainly focus on "electric field" and "capacitor". The dynamic analysis of "capacitors" is emphasized. The chapters of teaching materials are designed in spiral mode, the important concepts are designed in straight lines, and the important concepts are mixed in various organizational ways. Paying attention to the relative Independence of Concepts 3. AQA textbooks are more difficult than human education textbooks. 4. AQA textbooks focus on analogy and migration between "electric field" and "gravitational field." according to the characteristics of the two themes, AQA textbooks focus on "electric field" and "gravitational field". The conclusions are as follows: first, AQA teaching materials are organized in various ways, second, AQA textbooks have greater knowledge breadth than human edition textbooks, and third, AQA textbooks have deeper knowledge depth than human edition textbooks. 4th AQA textbooks teach more knowledge than human textbooks. The stone of another mountain, According to the research results, the author puts forward the following suggestions on the compilation of "Mechanics" and "electricity" in China's teaching materials: 1.Conceptual definition methods are diversified. 3. Pay attention to the transfer of knowledge. 4. Pay attention to the infiltration of thinking in physics science.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.7

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