本文選題：拋錨式教學(xué)　切入點(diǎn)：教學(xué)模式　出處：《山東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：初中物理力學(xué)部分是初中物理知識(shí)體系的核心內(nèi)容,物理概念規(guī)律較多,邏輯性較強(qiáng),并且應(yīng)用題難度大,初中學(xué)生學(xué)習(xí)時(shí)普遍感到吃力。拋錨式教學(xué)模式是以目標(biāo)為基礎(chǔ)的情境式教學(xué)模式和基于問(wèn)題導(dǎo)向的學(xué)習(xí)模式的綜合。利用這種模式進(jìn)行教學(xué)時(shí),要先進(jìn)行前測(cè),分析清楚學(xué)生在學(xué)習(xí)本部分內(nèi)容時(shí)易出現(xiàn)的思維定勢(shì)和認(rèn)識(shí)誤區(qū),結(jié)合實(shí)際情況,借助信息技術(shù)、實(shí)驗(yàn)設(shè)備等技術(shù)手段創(chuàng)設(shè)有效情境,展現(xiàn)一個(gè)與實(shí)際生活密切相關(guān)的故事或活動(dòng)情境,使學(xué)生面對(duì)需要解決的實(shí)際問(wèn)題,這個(gè)問(wèn)題就是錨。在拋錨式教學(xué)中,伴隨故事的開(kāi)展或活動(dòng)的進(jìn)行,學(xué)生會(huì)遇到一系列小問(wèn)題對(duì)這些問(wèn)題的擊破,采用小組擂臺(tái)賽的合作學(xué)習(xí)模式進(jìn)行。本研究主要包括以下五個(gè)部分:第一章,緒論。主要介紹了課題研究的意義,國(guó)內(nèi)外對(duì)拋錨式教學(xué)的研究概況,研究擬解決的問(wèn)題和采用的文獻(xiàn)分析法、測(cè)驗(yàn)法、調(diào)查法等三種研究方法。第二章,概念的界定及研究的理論基礎(chǔ)。闡述了初中物理拋錨式教學(xué)的概念,教學(xué)設(shè)計(jì)的定義、特征、方法和情境設(shè)計(jì)原則,簡(jiǎn)單介紹了建構(gòu)主義理論、最近發(fā)展區(qū)理論、合作學(xué)習(xí)理論以及情境認(rèn)知學(xué)習(xí)理論等四種理論及其與拋錨式教學(xué)的關(guān)系。第三章,初中物理拋錨式教學(xué)的原則。論述了拋錨式教學(xué)在初中物理力學(xué)教學(xué)的可行性、指導(dǎo)思想、教學(xué)過(guò)程和教學(xué)原則。第四章,基于拋錨式教學(xué)的初中物理力學(xué)教學(xué)設(shè)計(jì)。闡述了選擇初中力學(xué)部分進(jìn)行拋錨式教學(xué)研究的原因和應(yīng)用時(shí)的教學(xué)環(huán)節(jié),以及為保障教學(xué)設(shè)計(jì)得以落實(shí)的小組擂臺(tái)賽學(xué)習(xí)模式,并輔以《運(yùn)動(dòng)的快慢》、《壓力與壓強(qiáng)》教學(xué)設(shè)計(jì)進(jìn)行說(shuō)明。為了突出故事和活動(dòng)情境,把教學(xué)目標(biāo)和學(xué)情分析等內(nèi)容在呈現(xiàn)順序上放到了后面。第五章,結(jié)論。通過(guò)研究發(fā)現(xiàn):廣大教師對(duì)新的教學(xué)模式還是持歡迎態(tài)度的;對(duì)照實(shí)驗(yàn)的結(jié)果說(shuō)明該模式對(duì)學(xué)生的學(xué)習(xí)成績(jī)提高是有幫助的;在培養(yǎng)提升學(xué)生能力方面是有作用的。該模式應(yīng)用在初中物理力學(xué)部分是有一定優(yōu)勢(shì)的。
[Abstract]:The physics mechanics part of junior middle school is the core content of the physics knowledge system of junior high school, the physics concept law is many, the logic is strong, and the application problem is difficult, The anchored teaching model is a combination of situational teaching model based on goal and problem-based learning model. This paper analyzes the thinking patterns and misunderstandings that students tend to appear when they study this part of the content, and creates effective situations by means of information technology, experimental equipment and other technical means in combination with the actual situation. Show a story or activity situation closely related to real life, so that students face the actual problems that need to be solved, this problem is anchor. In anchored teaching, with the development of stories or activities, The student union encounters a series of small problems to break these problems, and adopts the cooperative learning model of group contest. This research mainly includes the following five parts: chapter one, introduction. The significance of the research is introduced. The research situation of anchored teaching at home and abroad, the problems to be solved and the methods of literature analysis, test and investigation. This paper expounds the concept, the definition, the characteristics, the method and the principle of situational design of physics anchor teaching in junior high school, and introduces briefly the constructivism theory, the theory of the proximal development area, The relationship between cooperative learning theory and situational cognitive learning theory and its relationship with anchored teaching. Chapter three, the principles of physics anchor teaching in junior high school, discusses the feasibility and guiding ideology of anchor teaching in physics mechanics teaching in junior high school. The teaching process and teaching principles. Chapter 4th, the teaching design of physics mechanics in junior high school based on anchored teaching. The reasons for choosing the mechanics part of junior high school to carry on the research of anchored teaching and the teaching links in application are expounded. And in order to ensure that the teaching design can be carried out, the learning mode of group competition is explained, and the teaching design of "speed and slow of movement" and "pressure and pressure" is introduced. In order to highlight the story and activity situation, The teaching objective and the analysis of learning situation are put in the back of the paper. Chapter 5th, conclusion. Through the research, it is found that the majority of teachers are welcome to the new teaching mode; The results of the controlled experiments show that the model is helpful to the improvement of students' academic performance and has some advantages in the physical mechanics of junior high school.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.7

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