本文選題：學(xué)生物理方面的差異 + 個別指導(dǎo)��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：當(dāng)下,隨著教育理念的不斷革新、教育改革的不斷深入,學(xué)生個體的差異也越來越受到關(guān)注。傳統(tǒng)“一刀切”的教育方式,已經(jīng)遠(yuǎn)遠(yuǎn)不能滿足社會對教育的需求,因此我國進(jìn)行了新一輪的基礎(chǔ)教育課程改革,改革明確提出:“在教學(xué)過程中,教師應(yīng)尊重學(xué)生的人格,關(guān)注個體差異,滿足不同學(xué)生的學(xué)習(xí)需要,創(chuàng)設(shè)能引導(dǎo)學(xué)生主動參與的教育環(huán)境,激發(fā)學(xué)生的學(xué)習(xí)積極性,培養(yǎng)學(xué)生掌握和運(yùn)用知識的態(tài)度和能力,使每個學(xué)生都能得到充分的發(fā)展”。那么具體到高中物理教學(xué)中,該怎樣滿足上述要求?對于高一新生來說,由于個人的興趣愛好、經(jīng)歷等其他方面的差異,進(jìn)入高中以后所面臨的物理學(xué)習(xí)方面的問題也各不相同,例如對于物理成績較好的學(xué)生可以適當(dāng)?shù)摹鞍胃摺?而基礎(chǔ)較差學(xué)生則需要“補(bǔ)差”。筆者以學(xué)生間的這些差異為切入點(diǎn),深入研究學(xué)生間的差異并針對具體問題實(shí)施個別指導(dǎo),真正實(shí)現(xiàn)關(guān)注學(xué)生差異、滿足不同學(xué)生的需求。本課題對涉及到的學(xué)生物理方面的差異、個別指導(dǎo)進(jìn)行了界定。差異教學(xué)理念和建構(gòu)主義學(xué)習(xí)理論為針對高中生物理學(xué)習(xí)方面的差異進(jìn)行個別指導(dǎo)提供了理論基礎(chǔ),論證了針對高中生物理學(xué)習(xí)方面的差異進(jìn)行個別指導(dǎo)的合理性和必要性,簡要介紹了個別指導(dǎo)實(shí)施的時間安排、實(shí)施策略和實(shí)施原則。筆者在安陽市文源高中進(jìn)行教學(xué)實(shí)踐,在高一年級七班、八班兩個班級開展物理教學(xué)。實(shí)踐前期,通過訪談等方式了解兩個班級107名學(xué)生對實(shí)行個別指導(dǎo)的態(tài)度以及物理學(xué)習(xí)方面的問題,根據(jù)得到的信息結(jié)合新課程標(biāo)準(zhǔn)、導(dǎo)師的建議、學(xué)生的認(rèn)知特征制定個別指導(dǎo)方案,在之后的個別指導(dǎo)過程中,筆者根據(jù)學(xué)生的反應(yīng)及時調(diào)整已擬定好的方案,力爭每一次個別指導(dǎo)都能使學(xué)生有所進(jìn)步。最后,通過考試成績、觀察、交流等多種方式檢驗(yàn)個別指導(dǎo)的效果。從筆者所指導(dǎo)的學(xué)生來看,成績都有一定的提高、物理學(xué)習(xí)興趣得到了培養(yǎng)、師生關(guān)系的更加融洽。證明了本文所提出觀點(diǎn)的可行性和有效性。
[Abstract]:At present, with the innovation of educational idea and the deepening of educational reform, students' individual differences are paid more and more attention. The traditional "one-size-fits-all" approach to education is far from meeting the needs of society. Therefore, China has carried out a new round of basic education curriculum reform, which clearly states: "in the process of teaching, teachers should respect the personality of students. Pay attention to individual differences, meet the learning needs of different students, create an educational environment that can guide students to participate actively, stimulate students' enthusiasm in learning, and cultivate students' attitude and ability to master and apply knowledge. So that every student can be fully developed. So how to meet the above requirements in physics teaching in senior high school? For freshmen, due to differences in personal interests, experiences, and other aspects, the problems they face in physics learning after entering high school are different. For example, students with better physics scores can be properly "elevated", while students with poor fundamentals need to be "compensated". The author takes these differences among students as the breakthrough point, deeply studies the differences among students and carries out individual guidance in the light of specific problems, so as to truly pay attention to the differences of students and meet the needs of different students. In this paper, we define the difference of students' physics. The theory of differential teaching and constructivism provides a theoretical basis for the individual guidance of the differences in physics learning of senior high school students, and demonstrates the rationality and necessity of individual guidance for the differences in physics learning of senior high school students. This paper briefly introduces the time arrangement, implementation strategy and implementation principle of individual instruction and implementation. The author carries on teaching practice in Wenyuan High School of Anyang City, and carries out physics teaching in Class 7 and Class 8 of Grade 1 Senior High School. In the early stage of practice, 107 students in two classes were interviewed to understand their attitude towards individual guidance and problems in physics learning. According to the information obtained and the new curriculum standards, the tutor suggested, In the later individual guidance process, the author adjusts the plan in time according to the students' reaction, and tries to make the students progress with each individual instruction. Finally, test scores, observation, communication and other ways to test the effectiveness of individual guidance. From the point of view of the students guided by the author, the achievement has been improved, the interest in physics learning has been cultivated, and the relationship between teachers and students has become more harmonious. The feasibility and validity of this paper are proved.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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