本文選題：初中物理 + 課堂教學　； 參考：《內蒙古師范大學》2017年碩士論文

【摘要】：初中學生的抽象思維水平相對較低,習慣利用生活經(jīng)驗主觀地對事物做出判斷,缺乏邏輯推理的能力。而物理知識的學習,往往需要學生進行科學地推理。所以,培養(yǎng)學生的物理思維能力是學好物理的關鍵。論文是以初中物理課堂教學為案例,運用了問卷調查、課堂觀察、談話和文獻法,對筆者所帶班級近一年的物理課堂教學進行實踐研究。發(fā)現(xiàn),教學方式多樣化更適合初中物理課堂教學。在初中物理課堂教學過程中,教師應幫助學生在知識形成的思維過程中清除障礙,理順思路,采用“思路教學”。要有效地引導學生的思維過程,采用“問題教學”。為了讓學生的思路清晰,采用“思維可視化”。在課堂教學的組織形式上,根據(jù)初中生的認知能力,對不同的教學內容采用不同的教學形式。如講授、實驗、科學探究、討論、習題、自主學習等。在課堂教學中,并非一種教學形式單獨使用,往往是本著以學生為主體的教學原則,采用多種教學形式相結合。在學習過程中,根據(jù)所學知識內容,采用科學的學習方法,如控制變量法、轉換法、觀察比較法、類比法、等效替代法、理想模型法、科學推理法、圖象法、放大法等。通過對課堂教學過程的觀察發(fā)現(xiàn),教學方式多樣化在初中物理課堂教學中的實施,改善了物理課堂教學環(huán)境,讓學生主動的參與課堂教學活動,培養(yǎng)了學生學習物理的興趣,大大提高了物理課堂教學質量,增強了學生的學習能力。同時也促進了教師的專業(yè)發(fā)展。通過學生成績的對比分析,說明教學方式多樣化在初中物理課堂教學中的效果明顯,值得廣大初中物理教師借鑒。教學方式多樣化在初中物理課堂教學中的實踐,是一個長期的發(fā)展過程,還需要不斷地研究、實踐、改進。
[Abstract]:The abstract thinking level of junior middle school students is relatively low and they are accustomed to making subjective judgment on things by using life experience and lack the ability of logical reasoning. However, the study of physics knowledge often requires students to infer scientifically. Therefore, cultivating students' ability of thinking in physics is the key to learning physics well. This paper takes the physics classroom teaching in junior high school as a case study, using questionnaire survey, classroom observation, conversation and literature method, to carry on the practical research on the physics classroom teaching of the author's class for nearly one year. It is found that the variety of teaching methods is more suitable for junior high school physics classroom teaching. In the middle school physics classroom teaching process, the teacher should help the student to clear the barrier in the knowledge formation thought process, straightens out the thought, adopts "the thought teaching". In order to guide the students' thinking process effectively, the problem teaching should be adopted. In order to make the students' thinking clear, we adopt "thinking visualization". According to the cognitive ability of junior high school students, different teaching forms are adopted for different teaching contents. Such as lectures, experiments, scientific inquiry, discussion, exercises, autonomous learning, and so on. In classroom teaching, it is not a single teaching form, but is often combined with a variety of teaching forms based on the principle of taking students as the main body. In the process of learning, scientific learning methods, such as control variable method, conversion method, observation and comparison method, analogy method, equivalent substitution method, ideal model method, scientific reasoning method, image method, magnification method and so on, are adopted according to the contents of the knowledge learned. Through the observation of the classroom teaching process, it is found that the implementation of various teaching methods in the physics classroom teaching in junior high school improves the physics classroom teaching environment, enables the students to participate in the classroom teaching activities actively, and cultivates the students' interest in learning physics. The quality of physics classroom teaching is greatly improved and the students' learning ability is enhanced. At the same time, it also promotes the professional development of teachers. Through the comparative analysis of students' achievements, it is shown that the diversification of teaching methods has obvious effect in junior high school physics classroom teaching, which is worthy of reference by the majority of junior high school physics teachers. The practice of diversification of teaching methods in physics classroom teaching in junior high school is a long-term development process and needs to be continuously studied, practiced and improved.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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本文編號：1914088