本文選題：多媒體教學(xué) + 物理教學(xué)��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：《高中物理新課程標(biāo)準(zhǔn)》指出,教師在教學(xué)過程中,要充分發(fā)揮學(xué)生的主體作用,激發(fā)學(xué)生的學(xué)習(xí)興趣,做到知識傳授與能力培養(yǎng)相結(jié)合。隨著新課程標(biāo)準(zhǔn)的頒布與實施,物理課堂教學(xué)逐步引入多媒體教學(xué),經(jīng)過多年的不斷發(fā)展,積累了豐富的經(jīng)驗,豐富了課堂教學(xué)的教學(xué)手段、教學(xué)方法,并對課堂教學(xué)的教學(xué)結(jié)構(gòu)、教學(xué)觀念與形式產(chǎn)生了積極影響。但在實際教學(xué)過程中,多媒體教學(xué)對物理課堂教學(xué)的效率、學(xué)生的學(xué)習(xí)興趣、實驗操作能力、自主學(xué)習(xí)能力等產(chǎn)生怎樣實際的影響,還沒有經(jīng)過特別明確的測試與驗證。本文首先從現(xiàn)代學(xué)習(xí)理論、視聽教學(xué)理論、教育傳播理論等方面,論述了多媒體教學(xué)運用于物理課堂的理論基礎(chǔ),簡要分析了學(xué)生在物理課程學(xué)習(xí)過程中的常見困難;并就運用多媒體進行物理教學(xué)的特點進行分析,論述了在高中物理教學(xué)中運用多媒體的必要性。接著,列舉出學(xué)生在物理概念、物理規(guī)律、物理實驗學(xué)習(xí)中常見的問題,通過教學(xué)實例,分析在物理概念、物理規(guī)律、物理實驗教學(xué)過程中,運用多媒體教學(xué),提高物理課堂教學(xué)效率的方法,在此基礎(chǔ)上,歸納總結(jié)在物理課堂中運用多媒體教學(xué)的一般策略。其次選擇兩個成績基本一致的班級進行教學(xué)實驗,兩個班分別列為實驗班和對照班,實驗期限為一個學(xué)期,兩個班級由同一位教師擔(dān)任教學(xué)任務(wù),除教學(xué)模式不同外,其它教學(xué)條件基本相同。對學(xué)生在教學(xué)實驗前后,學(xué)習(xí)興趣、實驗操作能力、自主學(xué)習(xí)能力進行調(diào)查與測試。通過對學(xué)生考試成績前測數(shù)據(jù)、后測數(shù)據(jù)以及學(xué)習(xí)興趣調(diào)查問卷、實驗?zāi)芰Y(jié)構(gòu)試卷、自主學(xué)習(xí)能力問卷數(shù)據(jù)的分析,探究在物理課堂中運用多媒體教學(xué)后,課堂教學(xué)的效率、學(xué)生學(xué)習(xí)興趣、實驗操作能力、自主學(xué)習(xí)能力的變化以及存在的不足。
[Abstract]:The New Curriculum Standard of Physics in Senior High School points out that in the process of teaching, teachers should give full play to the main role of students, stimulate students' interest in learning, and combine knowledge teaching with ability cultivation. With the promulgation and implementation of the new curriculum standards, physics classroom teaching is gradually introduced into multimedia teaching. After years of continuous development, it has accumulated rich experience, enriched the teaching means and teaching methods of classroom teaching. It has a positive influence on the teaching structure, concept and form of classroom teaching. However, in the course of practical teaching, how the multimedia teaching can affect the efficiency of physics classroom teaching, the students' interest in learning, the ability of experiment operation and the ability of autonomous learning have not been tested and verified. This paper first discusses the theoretical basis of the application of multimedia teaching in physics classroom from the aspects of modern learning theory, audio-visual teaching theory, educational communication theory and so on, and briefly analyzes the common difficulties of students in the learning process of physics course. The characteristics of using multimedia in physics teaching are analyzed, and the necessity of using multimedia in physics teaching in senior high school is discussed. Then, it lists the common problems in the study of physics concept, physics law and physics experiment. Through teaching examples, it analyzes the use of multimedia in the teaching process of physics concept, physics law and physics experiment. On the basis of the methods of improving the efficiency of physics classroom teaching, the general strategies of using multimedia teaching in physics classroom are summarized. Secondly, two classes with the same grades are selected for teaching experiment. The two classes are classified as experimental class and control class respectively. The experimental period is one semester, and the two classes have the same teacher as teaching task, except for different teaching modes. Other teaching conditions are basically the same. To investigate and test the students' learning interest, experiment operation ability and autonomous learning ability before and after the teaching experiment. By analyzing the pre-test data, post-test data, learning interest questionnaire, experimental ability structure test paper and self-learning ability questionnaire data, the paper explores the efficiency of classroom teaching after using multimedia teaching in physics classroom. Students' learning interest, experimental operation ability, autonomous learning ability changes and shortcomings.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7;G434

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