本文選題：初中物理教學(xué) + 演示實驗�。� 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：初中生處于形象思維階段,他們對物理的學(xué)習(xí)是從觀察開始的。在初中物理課堂教學(xué)中應(yīng)盡最大可能的為學(xué)生呈現(xiàn)物理現(xiàn)象,學(xué)生們通過觀察物理現(xiàn)象及過程,為他們思考問題提供表象支持,有助于他們建立物理概念、總結(jié)物理規(guī)律、提高學(xué)習(xí)效率。因此,教師開發(fā)研制初中物理演示實驗教具,既彌補(bǔ)了演示實驗教學(xué)資源的不足,又促進(jìn)了學(xué)生對物理概念理解和規(guī)律的掌握。筆者分別編制了教師調(diào)查問卷和學(xué)生調(diào)查問卷,對教師自制教具的能力水平、教師對自制教具的認(rèn)識程度、教師運用自制教具進(jìn)行演示實驗教學(xué)對學(xué)生學(xué)習(xí)的影響情況的現(xiàn)狀進(jìn)行調(diào)查。通過對調(diào)查問卷和實地訪談的信息統(tǒng)計分析,了解了教師對自制演示實驗教具的認(rèn)識和自制教具的成效,收集了一線教師自制的教學(xué)效果好的案例。同時也發(fā)現(xiàn)了當(dāng)前初中物理演示實驗自制教具存在的一些問題:1.教師對自制演示實驗教具的認(rèn)識不足;2.教師自制演示實驗的能力較差;3.教師的自制教具的積極主動性有待進(jìn)一步提高。針對初中物理教師自制演示實驗教具現(xiàn)狀中存在的問題。筆者在分析其原因的基礎(chǔ)上,提出了初中物理演示實驗自制教具選題的策略:1.為解決學(xué)生學(xué)習(xí)的難點來設(shè)計演示教具。2.就某個知識點的應(yīng)用設(shè)計一個演示實驗的教具。3.分析特定物品的物理教學(xué)用途、從而對此進(jìn)行使用。4.把與物理有關(guān)的熱點新聞引入課堂而設(shè)計演示實驗教具。5.參考電視、網(wǎng)絡(luò)、書籍上已有的教具,對其進(jìn)行模仿和創(chuàng)新。6.分析實驗室已有實驗儀器的不足,為改善這些不足而進(jìn)行教具制作。還提出了促進(jìn)教師積極參與演示實驗教具開發(fā)的建議:1.科學(xué)核定教師的教學(xué)工作量,給予教師專業(yè)發(fā)展留出“時空”。2.學(xué)校制定相應(yīng)的獎勵機(jī)制,獎勵可以包括精神、物質(zhì)獎勵,還可以包括“教學(xué)研究假期”獎勵等。3.舉辦物理演示實驗自制教具“大講堂”,聘請專家和一線教師進(jìn)行理論指導(dǎo)和經(jīng)驗介紹。4.開闊教師的專業(yè)視野,給教師提供相關(guān)的參觀交流的機(jī)會。5.教育行政管理部門定期組織教師參加教具制作的比賽。6.學(xué)校建立教學(xué)研究科研項目申報機(jī)制,對于申報獲得立項的項目給予研究經(jīng)費支持,并負(fù)責(zé)對項目完成情況進(jìn)行評估驗收。
[Abstract]:Junior high school students are in the phase of thinking in images, and their study of physics begins with observation. In the physics classroom teaching of junior high school, the students should present the physical phenomena to the students as far as possible. By observing the physical phenomena and the process, the students can provide them with apparent support for thinking about problems, which will help them to establish the concept of physics and sum up the laws of physics. Improve learning efficiency. Therefore, the teacher develops the physics demonstration experiment teaching tool in junior middle school, which not only makes up for the deficiency of the demonstration experiment teaching resource, but also promotes the students to understand the physics concept and the law. The author has compiled the teacher questionnaire and the student questionnaire separately, to the teacher's self-made teaching aid ability level, the teacher's understanding degree to the self-made teaching aid, The present situation of teachers using self-made teaching aids to demonstrate the effect of experimental teaching on students' learning is investigated. Based on the statistical analysis of questionnaire and field interviews, this paper finds out the teachers' understanding of self-made experimental teaching aids and the effectiveness of self-made teaching aids, and collects the cases of first-line teachers' self-made teaching effects. At the same time also found that the current junior high school physics demonstration experiment homemade teaching aids exist some problems: 1. Teachers do not know enough about self-made demonstration teaching aids. The teacher's ability of self-made demonstration experiment is poor. The active initiative of teachers' self-made teaching aids needs to be further improved. Aiming at the problems existing in the present situation of self-made demonstration experiment teaching aids for physics teachers in junior high school. Based on the analysis of the reasons, the author puts forward the strategy of choosing the title of self-made teaching aids in the physics demonstration experiment of junior high school: 1. In order to solve the students' learning difficulties to design demonstration teaching aids. 2. Design a demonstration experiment for the application of a knowledge point teaching aids. 3. Analyze the physics teaching use of specific items and use them. 4. 4. Introduction of physics related hot news into the classroom and design demonstration experiment teaching aids. 5. Refer to the existing teaching aids on TV, network, and books, imitate and innovate them. 6. In order to improve the deficiency of laboratory experimental instruments, teaching aids are made. It also puts forward the suggestion of promoting teachers' active participation in the development of demonstration experiment teaching aids. Scientific examination of teachers' teaching workload, give teachers professional development set aside "time and space". 2. The school establishes the corresponding reward mechanism, the reward may include the spirit, the material reward, but also may include "the teaching and research vacation" the reward and so on. 3. Hold physics demonstration experiment self-made teaching aids "big lecture hall", hire experts and first line teachers to carry out theoretical guidance and experience introduction. Broaden teachers' professional horizons and provide teachers with the opportunity to visit and communicate with each other. Education administration departments regularly organize teachers to participate in teaching aids production competition. 6. The school establishes the application mechanism of teaching research and scientific research projects, supports the research funds for the projects that have been approved, and is responsible for the evaluation and acceptance of the completion of the projects.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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