本文選題：物理 + 分層教學�。� 參考：《廣州大學》2017年碩士論文

【摘要】：本文以促進學生發(fā)展,培養(yǎng)學生的創(chuàng)新精神和實踐能力為出發(fā)點,進行物理分層教學的實踐研究。在國外,分層教學始于西方國家,并受到西方教育家的重視,在我國,分層教學可追溯到2000多年前,孔子曾提出了因材施教的教育理念。本文以因材施教教育理論,人本主義教育理論、多元智能理論為支撐,結(jié)合學生的心理特點及初中物理的學科特點進行分層教學。本文的研究對象是廣州市某中學初二(3)班的全體學生,本文通過問卷調(diào)查的形式,了解學生在進行分層教學前的物理學習情況,并結(jié)合學生的期中測試成績,把學生分為A、B、C三個層次,根據(jù)學生的特點進行目標分層、作業(yè)分層、輔導分層,設計行而有效的分層教學實踐,由此進行教學實驗,最后,調(diào)查學生在經(jīng)歷分層教學的教學方式后的物理學習情況,并對比前測與后測的物理學習情況,及前后測學生物理成績變化情況。本文共五個章節(jié),第一章是前言部分。主要介紹分層教學的研究背景,研究目的及研究意義。第二章是分層教學在物理教學中的應用研究現(xiàn)狀與問題提出。介紹了國外和國內(nèi)分層教學的研究及發(fā)展情況,及問題的提出。第三章是分層教學的理論依據(jù),其中包含概念界定,理論依據(jù)及分層原則等內(nèi)容,第四章是本文的重點內(nèi)容,分層教學在初中物理教學中的實踐研究,第五章是總結(jié)與建議部分,介紹了實施分層教學的成果及不足。通過分層教學的實踐研究,最終得出以下結(jié)論:分層教學的實踐研究在一定程度上達到了因材施教的教學效果,在實施分層教學的過程中,教師與學生建立了良好的師生關(guān)系,同時提高了教師的教學管理和組織能力,另外,學生的學習興趣,求知欲及主動性有顯著性提高,但是,在實施分層教學的過程遇到了一些問題,比如,個人的教學經(jīng)驗不足,還沒掌握教育教學組織和管理的技巧,這也會影響分層教學的效果。
[Abstract]:In order to promote the development of students and cultivate students' innovative spirit and practical ability, this paper carries out the practical research of physics stratification teaching. In foreign countries, stratified teaching begins in western countries and is valued by western educators. In our country, stratified teaching can be traced back to more than 2000 years ago, Confucius had put forward the educational concept of teaching according to his aptitude. Based on the educational theory of individualism, humanism and multiple intelligences, this paper combines the psychological characteristics of students and the characteristics of physics in junior high school to carry out layered teaching. The research object of this paper is all the students in the second year of middle school in Guangzhou. Through the form of questionnaire, we can find out the students' physics learning situation before the stratified teaching, and combine with the students' midterm test results. According to the characteristics of the students, the students are divided into three levels: goal stratification, homework stratification, tutoring stratification, designing effective layered teaching practice. This paper investigates the physical learning of students after experiencing the teaching method of stratified teaching, and compares the physical learning of pre-test and post-test, as well as the changes of students' physics scores before and after the test. This article has five chapters, the first chapter is the preface part. This paper mainly introduces the research background, purpose and significance of stratified teaching. The second chapter is the current situation and problems of the application of stratified teaching in physics teaching. This paper introduces the research and development of stratified teaching both at home and abroad, and puts forward some problems. The third chapter is the theoretical basis of stratified teaching, including the definition of the concept, the theoretical basis and the principle of stratification, the fourth chapter is the focus of this paper, stratified teaching in junior high school physics teaching practice research, The fifth chapter is the summary and the suggestion part, has introduced the achievement and the insufficiency of the stratified teaching. Through the practice research of stratified teaching, the following conclusions are drawn: the practical research of stratified teaching has achieved the teaching effect of teaching according to aptitude to a certain extent, and in the process of implementing stratified teaching, teachers and students have established a good teacher-student relationship. At the same time, teachers' ability of teaching management and organization has been improved. In addition, students' interest in learning, desire for knowledge and initiative have been significantly improved. However, some problems have been encountered in the process of implementing layered teaching, such as the lack of personal teaching experience. The skill of teaching organization and management has not been mastered yet, which will affect the effect of stratified teaching.
【學位授予單位】：廣州大學
【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：1968748