本文選題：初中物理 + 探究式實(shí)驗(yàn)　； 參考：《長春師范大學(xué)》2017年碩士論文

【摘要】：物理學(xué)既是一門理論科學(xué),也是一門實(shí)驗(yàn)科學(xué)。實(shí)驗(yàn)是檢驗(yàn)物理理論的標(biāo)準(zhǔn)。2001年我國教育部頒布了《全日制義務(wù)教育物理課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》,其中提出探究式實(shí)驗(yàn)教學(xué)這一新的教學(xué)方式,目的是為了使學(xué)生真正成為學(xué)習(xí)的主人,培養(yǎng)出適應(yīng)新時(shí)代社會發(fā)展所需的人才。探究式實(shí)驗(yàn)教學(xué)模式是從西方發(fā)達(dá)國家興起并走向成熟的一種新的教學(xué)模式,它有利于學(xué)生創(chuàng)新思維的培養(yǎng)和綜合素質(zhì)的提高,且與我國當(dāng)前以教育和人才競爭為根本的態(tài)勢相匹配。由于我國對探究式教學(xué)的研究起步較晚,許多研究內(nèi)容有待探索和深挖,筆者認(rèn)為探究式實(shí)驗(yàn)教學(xué)在初中物理教學(xué)上是非常必要的。通過文獻(xiàn)調(diào)研和實(shí)證調(diào)查,在一定程度上了解了部分中學(xué)目前初中物理探究式實(shí)驗(yàn)教學(xué)的現(xiàn)狀。借助問卷調(diào)查和訪談?wù){(diào)查發(fā)現(xiàn)探究式實(shí)驗(yàn)教學(xué)開展中存在的一些問題,這些問題是影響新的教學(xué)模式和教學(xué)效果的障礙所在。筆者運(yùn)用教育學(xué)、心理學(xué)和管理學(xué)相結(jié)合的方法,深入分析產(chǎn)生問題的原因。這些原因主要包括探究式實(shí)驗(yàn)教學(xué)的教學(xué)資源缺失和教師不適應(yīng)探究式實(shí)驗(yàn)教學(xué)模式。其中教師角色轉(zhuǎn)變存在障礙,難以有效管理課堂,組織學(xué)生協(xié)作學(xué)習(xí),且對探究式的認(rèn)知錯(cuò)誤也對探究式實(shí)驗(yàn)教學(xué)狀況產(chǎn)生不利影響。針對以上問題進(jìn)行深入研究,筆者提出相應(yīng)的優(yōu)化策略:更新教師和學(xué)生的思維,解放教師和學(xué)生的思想;提供必要的軟件、硬件教學(xué)環(huán)境;改善教師對探究式實(shí)驗(yàn)課堂的管理狀況;改變現(xiàn)有探究式實(shí)驗(yàn)教學(xué)的評價(jià)體系。本研究努力爭取推進(jìn)物理探究式實(shí)驗(yàn)教學(xué)的改革,期望能對后續(xù)探究式實(shí)驗(yàn)教學(xué)的發(fā)展起到一定的借鑒作用,同時(shí)為一線教師開展初中物理探究式實(shí)驗(yàn)教學(xué)的研究與實(shí)踐提供一點(diǎn)參考價(jià)值。
[Abstract]:Physics is not only a theoretical science, but also an experimental science.Experiment is the standard to test physics theory. In 2001, the Ministry of Education issued the Standard of Physics Curriculum for Full-time compulsory Education (Experimental draft), which puts forward a new teaching method of inquiring experimental teaching.The purpose is to make the students become the master of learning and cultivate talents to meet the needs of social development in the new era.The inquiring experimental teaching model is a new teaching mode which rises from the western developed countries and moves towards maturity. It is beneficial to the cultivation of students' innovative thinking and the improvement of their comprehensive quality.And with our current education and talent competition as the fundamental situation matched.Due to the late start of the research on inquiry teaching in our country, many research contents need to be explored and deeply explored. The author thinks that the inquiry experiment teaching is very necessary in physics teaching in junior high school.Through literature investigation and empirical investigation, this paper understands to some extent the present situation of physics inquiry experiment teaching in some middle schools.With the help of questionnaires and interviews, some problems in the development of inquiry experimental teaching are found, which are the obstacles to the new teaching model and teaching effect.Using the methods of pedagogy, psychology and management, the author deeply analyzes the causes of the problems.These reasons mainly include the lack of teaching resources and the teachers' inadaptability to the inquiry experimental teaching mode.Among them, there are obstacles to teachers' role change, it is difficult to manage the classroom effectively, organize students' cooperative learning, and it also has a negative impact on the situation of inquiry experimental teaching.In view of the above problems, the author puts forward the corresponding optimization strategies: renewing the thinking of teachers and students, liberating the ideas of teachers and students, providing the necessary software and hardware teaching environment;To improve teachers' management of inquiry experiment classroom and change the evaluation system of inquiry experiment teaching.This study strives to push forward the reform of the physics inquiry experimental teaching, hoping to play a certain reference role in the development of the follow-up inquiry experimental teaching.At the same time, it provides some reference value for teachers to carry out the research and practice of physics inquiry experiment teaching in junior middle school.
【學(xué)位授予單位】：長春師范大學(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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