本文選題：初中物理 + 浮力　； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：對(duì)于義務(wù)教育階段的物理課程是作為科學(xué)教育的重要組成部分存在的,在這個(gè)階段的物理課程它作為一門自然科學(xué)課程,主要的目標(biāo)是提高學(xué)生們的科學(xué)素養(yǎng),在義務(wù)教育階段的物理課程,科學(xué)知識(shí)的傳授和技能的訓(xùn)練固然重要,但是更應(yīng)該培養(yǎng)學(xué)生的科學(xué)探究能力,培養(yǎng)學(xué)生在生活中發(fā)現(xiàn)問題,積極動(dòng)腦解決問題,發(fā)現(xiàn)真理的能力。使學(xué)生掌握物理基礎(chǔ)知識(shí)和方法的同時(shí),養(yǎng)成良好的思維習(xí)慣,在分析問題、解決問題或做決定時(shí)能夠運(yùn)用科學(xué)知識(shí)和科學(xué)研究方法。要使同學(xué)們對(duì)物理知識(shí)產(chǎn)生興趣,一個(gè)很好的途徑就是從學(xué)生的日常生活中尋找資源,選擇密切貼近生活的事例入手,讓學(xué)什么去思考去探究,這樣更容易調(diào)動(dòng)學(xué)生學(xué)習(xí)物理科學(xué)知識(shí)的積極性。因此,筆者根據(jù)自己學(xué)習(xí)的探究教學(xué)理論、觀摩的優(yōu)秀教師的探究教學(xué)案例以及近兩年的教學(xué)實(shí)踐經(jīng)歷,以水餃這一生活中常見的食物為例,嘗試把浮力的相關(guān)知識(shí)設(shè)計(jì)成一個(gè)探究式的教學(xué)案例。筆者翻閱了很多版本的初中物理教材中有關(guān)浮力這一部分的內(nèi)容,發(fā)現(xiàn)教材的“測(cè)量鋁塊浸沒水中所受的浮力”實(shí)驗(yàn)這一傳統(tǒng)實(shí)驗(yàn)可以用水餃這一更加貼近生活的元素來進(jìn)行探究式實(shí)驗(yàn)教學(xué)來代替。本文設(shè)計(jì)的有關(guān)浮力與阿基米德原理的整合式探究式教學(xué)案例是筆者用心思考鉆研開發(fā)的,希望對(duì)從事探究式教學(xué)的老師們起到些許幫助。論文一共分為五部分。第一部分為引言,介紹了研究問題的來源、背景、研究的目的以及研究的理論基礎(chǔ)。闡述了為什么選擇以水餃這一載體進(jìn)行研究,筆者翻閱浮力、阿基米德原理相關(guān)教材時(shí)發(fā)現(xiàn)的問題以及此探究性教學(xué)案例設(shè)計(jì)的意義。第二部分主要闡述了開展教學(xué)設(shè)計(jì)前,筆者對(duì)于教學(xué)活動(dòng)對(duì)象——初三學(xué)生的分析;對(duì)于初中物理有關(guān)浮力部分教材的的研究,以及有關(guān)浮力與阿基米德原理教學(xué)現(xiàn)狀的調(diào)查與分析,其中筆者翻閱了大量的與浮力以及阿基米德原理的教學(xué)設(shè)計(jì)相關(guān)的文獻(xiàn),對(duì)一線教師以及從事相關(guān)內(nèi)容的教育工作者的教學(xué)現(xiàn)狀進(jìn)行了詳盡的調(diào)查,這些調(diào)查給了筆者的教學(xué)設(shè)計(jì)很多啟發(fā)。第三部分詳細(xì)的介紹浮力以及阿基米德原理的探究式教學(xué)設(shè)計(jì)。其中包括探究活動(dòng)所要解決的問題、活動(dòng)的對(duì)象、整體的設(shè)計(jì)框架、課程的安排。第四部分為筆者的教學(xué)實(shí)錄,即在對(duì)各方面進(jìn)行了調(diào)查之后對(duì)教學(xué)進(jìn)行詳盡設(shè)計(jì)后的實(shí)踐,以及在實(shí)踐課以后學(xué)生們上課的感想。第五部分為筆者的總結(jié)與反思,包含對(duì)探究活動(dòng)選材和設(shè)計(jì)過程的總結(jié)與反思,對(duì)浮力以及阿基米德原理探究式教學(xué)案例設(shè)計(jì)的總結(jié)與反思,對(duì)探究式教學(xué)的認(rèn)識(shí)與思考。
[Abstract]:The physics curriculum in compulsory education is an important part of science education. As a natural science course, the main goal of physics curriculum in this stage is to improve the students' scientific literacy. In the physics course of compulsory education, the teaching of scientific knowledge and the training of technical skills are important, but it is more important to cultivate students' ability of scientific inquiry, to cultivate students to find problems in their daily life, and to actively use their brains to solve problems. The ability to discover truth. At the same time, students can master basic knowledge and methods of physics, form good thinking habits, and be able to use scientific knowledge and scientific research methods when analyzing problems, solving problems or making decisions. A good way to get students interested in physics is to look for resources in their daily lives, to choose examples that are close to life, and to learn what to think about and explore. In this way, it is easier to arouse the enthusiasm of students to learn the knowledge of physics science. Therefore, according to the inquiry teaching theory of my own study, the case of excellent teachers' inquiry teaching and the teaching practice in the past two years, the author takes dumplings, a common food in life, as an example. Try to design buoyancy related knowledge as an inquiry teaching case. The author flipped through many versions of junior high school physics textbooks about buoyancy. It is found that the traditional experiment of "measuring the buoyancy of aluminum block immersed in water" can be replaced by the "dumpling", an element closer to life. The integrated inquiry teaching case of buoyancy and Archimedes principle designed in this paper is studied and developed by the author with the intention of giving some help to teachers engaged in inquiry teaching. The paper is divided into five parts. The first part introduces the origin, background, purpose and theoretical basis of the research. This paper expounds the reasons for choosing the carrier of dumpling to carry on the research, the author looks through the buoyancy, the Archimedes principle related teaching material to discover the question and the significance of this inquiry teaching case design. The second part mainly expounds the author's analysis of the teaching activity object-junior high school students before the development of teaching design, and the research on the buoyancy part of junior high school physics. And the investigation and analysis of the present situation of buoyancy and Archimedes principle teaching, in which the author has read a lot of literature related to buoyancy and the teaching design of Archimedes principle. This paper makes a detailed investigation on the current teaching situation of teachers and educators engaged in related contents, which gives a lot of inspiration to the author's teaching design. The third part introduces buoyancy and Archimedes principle of inquiry teaching design in detail. These include the problems to be solved, the object of the activity, the overall design framework, and the course arrangement. The fourth part is the author's teaching record, that is, after the investigation of the various aspects of the teaching after the detailed design of the practice, as well as the students in practice after the class feelings. The fifth part is the author's summary and reflection, including the summary and reflection on the selection and design process of inquiry activities, the summarization and reflection on buoyancy and Archimedes principle inquiry teaching case design, and the understanding and thinking of inquiry teaching.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 程生銀;;改進(jìn)實(shí)驗(yàn):探究浮力產(chǎn)生的原因[J];學(xué)周刊;2016年32期

2 劉鑾芹;;淺析初中物理實(shí)驗(yàn)探究的教學(xué)模式——以浮力教學(xué)內(nèi)容為例[J];亞太教育;2015年16期

3 季成平;;中考科學(xué)復(fù)習(xí)課有效性的反思——《浮力》復(fù)習(xí)課引發(fā)的思考[J];浙江教育科學(xué);2014年05期

4 耿愛霞;陳清梅;邢紅軍;;“阿基米德原理”的高端備課[J];課程教學(xué)研究;2014年07期

5 王正;;結(jié)合學(xué)生特點(diǎn)提高初中物理教學(xué)的效果[J];佳木斯教育學(xué)院學(xué)報(bào);2013年10期

6 吳婧;;初中物理浮力相關(guān)知識(shí)的教學(xué)研究[J];成功(教育);2011年06期

7 楊大光;;淺談建構(gòu)主義學(xué)習(xí)理論在專業(yè)課教學(xué)中的應(yīng)用[J];科技信息(科學(xué)教研);2008年17期

8 涂先見;;淺談初中浮力問題的教學(xué)[J];物理教學(xué)探討;2008年02期

9 陳瑞芳;鄭麗君;;皮亞杰認(rèn)知發(fā)展理論及其對(duì)當(dāng)代教育教學(xué)的啟示[J];當(dāng)代教育論壇(校長(zhǎng)教育研究);2007年05期

10 孫志璞;蘇繼紅;陳淑清;;關(guān)于探究性學(xué)習(xí)的幾點(diǎn)思考[J];教育探索;2006年04期

相關(guān)碩士學(xué)位論文 前2條

1 張旭東;新課程背景下初中物理浮力相關(guān)知識(shí)的教學(xué)研究[D];蘇州大學(xué);2008年

2 羅海軍;中小學(xué)生對(duì)浮沉現(xiàn)象及其原因理解的案例研究[D];廣西師范大學(xué);2004年

，

本文編號(hào)：1960047