本文選題：問(wèn)題意識(shí) + 提出問(wèn)題��； 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：新一輪課改在物理學(xué)科中,對(duì)學(xué)生的問(wèn)題意識(shí)和提出問(wèn)題的能力提出了新的要求。知識(shí)的不竭的源泉來(lái)自問(wèn)題的發(fā)現(xiàn),問(wèn)題造就了一代又一代的偉人。學(xué)生是學(xué)習(xí)的主體,教學(xué)中應(yīng)更加注重培養(yǎng)學(xué)生的創(chuàng)新精神和提出問(wèn)題的能力。學(xué)生學(xué)習(xí)的主要途徑是課堂學(xué)習(xí),課堂教師講授知識(shí)方式直接影響著學(xué)生問(wèn)題意識(shí),學(xué)生具有科學(xué)的問(wèn)題意識(shí)是能夠高效的獲取知識(shí)的重要保障,教師注重提出問(wèn)題能力的培養(yǎng),能夠幫助學(xué)生更為高效的學(xué)習(xí)。所以,強(qiáng)化學(xué)生的問(wèn)題意識(shí),提高學(xué)生提出問(wèn)題的能力已成為當(dāng)前教學(xué)中不可或缺的一塊了。論文根據(jù)學(xué)生的問(wèn)題意識(shí),學(xué)生提出問(wèn)題的方式,學(xué)生如何建立問(wèn)題的模型,學(xué)生如何科學(xué)的表達(dá)問(wèn)題幾個(gè)方面,構(gòu)建了《高中生提出問(wèn)題能力的調(diào)查問(wèn)卷》;同時(shí)根據(jù)高中教師在課堂上的問(wèn)題意識(shí)、對(duì)學(xué)生提出的問(wèn)題分類(lèi)情況、對(duì)于問(wèn)題的設(shè)計(jì)和解答的表達(dá)方式幾個(gè)方面,設(shè)計(jì)了《高中物理教師教學(xué)中問(wèn)題意識(shí)的現(xiàn)狀調(diào)查問(wèn)卷》。論文經(jīng)過(guò)對(duì)實(shí)驗(yàn)調(diào)查結(jié)果的剖析,在總結(jié)前人經(jīng)驗(yàn)的基礎(chǔ)上,發(fā)現(xiàn)學(xué)生問(wèn)題意識(shí)很薄弱,自主學(xué)習(xí)問(wèn)問(wèn)題的能力較差;而高中教師對(duì)培養(yǎng)學(xué)生提問(wèn)問(wèn)題的意識(shí)也較為淡薄。論文在參考國(guó)內(nèi)外現(xiàn)有的對(duì)問(wèn)題、提出問(wèn)題能力、不同的教學(xué)模式下的培養(yǎng)策略等相關(guān)研究成果的基礎(chǔ)上,融入自身的教學(xué)經(jīng)驗(yàn),又結(jié)合高中老師及學(xué)生現(xiàn)狀,設(shè)計(jì)了一套培養(yǎng)學(xué)生提出問(wèn)題能力的教學(xué)模式,進(jìn)行了為期半年的問(wèn)題教學(xué)法,最終利用學(xué)生的成績(jī)對(duì)比和半年的問(wèn)題教學(xué)對(duì)學(xué)生的影響說(shuō)明了研究的可行性,有效性。
[Abstract]:The new round of curriculum reform puts forward new requirements for students' awareness of questions and their ability to ask questions in physics. The inexhaustible source of knowledge comes from the discovery of problems, which create generations of great men. Students are the main body of learning and should pay more attention to cultivating students' creative spirit and ability to ask questions in teaching. The main way for students to learn is to learn in class. The way teachers teach knowledge directly affects students' awareness of problems. A scientific awareness of questions is an important guarantee for students to acquire knowledge efficiently. Teachers pay attention to the cultivation of the ability to ask questions, which can help students to learn more efficiently. Therefore, strengthening students' awareness of questions and improving students' ability to ask questions has become an indispensable part of current teaching. According to the students' problem consciousness, the way the students put forward the questions, how the students build the model of the problems, how the students express the problems scientifically, At the same time, according to the high school teachers' awareness of questions in the classroom, the classification of the students' questions, the design of the questions and the expression of the solutions to the questions, the paper constructs a questionnaire on the ability of senior high school students to ask questions. The present situation questionnaire of problem consciousness in physics teaching in senior high school was designed. On the basis of summarizing the previous experience, the thesis finds that the students' awareness of problems is very weak, and the ability of self-learning to ask questions is poor, and the high school teachers' awareness of cultivating students' awareness of asking questions is also relatively weak. On the basis of referring to the existing domestic and international research achievements, such as the ability to raise questions, the training strategies under different teaching models, the paper integrates its own teaching experience, and combines the current situation of high school teachers and students. This paper designs a set of teaching model to train students' ability to ask questions, and carries on the question teaching method for half a year. Finally, the feasibility and effectiveness of the research are illustrated by the comparison of students' scores and the influence of the half-year problem teaching on students.
【學(xué)位授予單位】：河南師范大學(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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