本文選題：同伴教學(xué)法 + 物理教學(xué)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：同伴教學(xué)法為學(xué)生設(shè)計(jì)了在課堂上相互討論、合作學(xué)習(xí)的環(huán)節(jié)讓學(xué)生有機(jī)會(huì)在角色不斷相互轉(zhuǎn)變中共同解決問題,從而提高學(xué)生課堂參與度,幫助學(xué)生對(duì)物理知識(shí)形成更豐富、更深刻的理解。經(jīng)實(shí)踐研究,同伴教學(xué)法適合我國大班教學(xué),能夠很快融入到我國傳統(tǒng)的課堂教學(xué)中。筆者對(duì)同伴教學(xué)法在八年級(jí)物理教學(xué)的應(yīng)用做了初步嘗試,在一系列的實(shí)踐研究中探索同伴教學(xué)法在初中物理教學(xué)中的可行性及局限性。本文試圖將同伴教學(xué)法與初中物理課堂教學(xué)進(jìn)行有機(jī)結(jié)合,提出了基于同伴教學(xué)法基礎(chǔ)上的物理概念教學(xué)、物理規(guī)律教學(xué)和物理復(fù)習(xí)教學(xué)的新教學(xué)模式,并進(jìn)行了實(shí)踐研究。本文主要由六部分構(gòu)成:第一部分主要介紹了同伴教學(xué)法的研究背景及意義,并介紹了本課題的研究現(xiàn)狀、主要研究?jī)?nèi)容和所采用的研究方法。第二部分主要介紹了同伴教學(xué)法及相關(guān)概念界定以及本課題研究所依據(jù)的教育教學(xué)理論、教育心理學(xué)理論等,主要包括班杜拉的觀察學(xué)習(xí)理論、維果斯基的“最近發(fā)展區(qū)”理論和建構(gòu)主義理論,并且對(duì)初中學(xué)生的智力因素和非智力因素的特點(diǎn)進(jìn)行了簡(jiǎn)單的分析。第三部分則采用問卷調(diào)查法和訪談?wù){(diào)查法調(diào)查了初中學(xué)生物理學(xué)習(xí)的現(xiàn)狀并對(duì)其進(jìn)行分析處理,以判斷是否適合采用同伴教學(xué)法改善初中學(xué)生物理學(xué)習(xí)現(xiàn)狀。第四部分是本文的核心,具體介紹了實(shí)施同伴教學(xué)法的基本模式。并創(chuàng)設(shè)了在物理概念教學(xué)、物理規(guī)律教學(xué)和物理復(fù)習(xí)教學(xué)中實(shí)施同伴教學(xué)法的實(shí)施模式并進(jìn)行教學(xué)實(shí)踐。第五部分主要是對(duì)實(shí)施同伴教學(xué)法之后的教學(xué)效果分析。筆者采用問卷調(diào)查法調(diào)查了學(xué)生對(duì)同伴教學(xué)法的滿意度、同伴教學(xué)法在初中物理教學(xué)中對(duì)學(xué)生的物理知識(shí)理解能力、課堂參與度以及學(xué)習(xí)能力的促進(jìn)作用,采用訪談法了解教師和學(xué)生對(duì)同伴教學(xué)法的態(tài)度,并采用SPSS軟件對(duì)同伴教學(xué)法實(shí)施前后兩次物理成績(jī)進(jìn)行相關(guān)數(shù)據(jù)定量分析,并得出研究結(jié)論。第六部分主要是對(duì)本課題研究的總結(jié)和展望,總結(jié)了研究本課題的反思與創(chuàng)新之處。本研究根據(jù)實(shí)施同伴教學(xué)法的基本模式,結(jié)合物理學(xué)科特點(diǎn),首次創(chuàng)建了同伴教學(xué)法在物理概念教學(xué)、物理規(guī)律教學(xué)和物理復(fù)習(xí)教學(xué)中的實(shí)施模式;并在分析同伴教學(xué)法在初中物理教學(xué)中的教學(xué)效果時(shí),對(duì)實(shí)施同伴教學(xué)法前后三個(gè)班級(jí)的物理成績(jī)進(jìn)行了橫向比較和縱向比較,并在橫向比較中采用SPSS軟件對(duì)實(shí)施同伴教學(xué)法前后三個(gè)班級(jí)的物理成績(jī)是否有顯著性差異進(jìn)行定量分析比較。同伴教學(xué)法對(duì)提高初中物理課堂教學(xué)的有效性具有重要的參考價(jià)值,筆者期望能夠通過本研究推進(jìn)同伴教學(xué)法在初中物理課堂的運(yùn)用,豐富初中物理教學(xué)方法的研究,為后續(xù)研究提供一定的借鑒。
[Abstract]:Peer teaching method is designed for students to discuss each other in class. Cooperative learning provides students with the opportunity to solve problems together in the changing roles of each other, thus enhancing students' participation in class and helping students to form more abundant knowledge of physics. A deeper understanding. Through practical research, the peer teaching method is suitable for large class teaching in our country and can be quickly integrated into the traditional classroom teaching in our country. The author makes a preliminary attempt on the application of peer teaching method in physics teaching of grade eight, and explores the feasibility and limitation of peer teaching method in physics teaching of junior high school in a series of practical studies. This paper attempts to combine the peer teaching method with the physics classroom teaching in junior high school, and puts forward a new teaching model of physics concept teaching, physics law teaching and physics review teaching based on the peer teaching method, and carries on the practice research. This paper consists of six parts: the first part mainly introduces the research background and significance of the peer teaching method, and introduces the research status, the main research content and the research methods adopted. The second part mainly introduces the peer teaching method and the definition of related concepts as well as the educational teaching theory, educational psychology theory and so on, which mainly include Bandura's observational learning theory. Vygoski's theory of "proximal development zone" and constructivism theory, and the characteristics of mental factors and non-intelligence factors of junior high school students are analyzed. In the third part, the present situation of junior high school students' physics learning is investigated by questionnaire and interview, and it is analyzed and processed to judge whether it is appropriate to use peer teaching method to improve the present situation of junior middle school students' physics learning. The fourth part is the core of this paper. In addition, the implementation mode of peer teaching method in physics concept teaching, physics law teaching and physics review teaching is created and the teaching practice is carried out. The fifth part mainly analyzes the teaching effect after the implementation of peer teaching method. The author investigated the students' satisfaction with the peer teaching method by using the method of questionnaire, the promoting effect of the peer teaching method on the students' understanding ability of physics knowledge, classroom participation and learning ability in junior middle school physics teaching. The attitude of teachers and students towards peer teaching method was investigated by interview, and the quantitative analysis of physical scores before and after the implementation of peer teaching method was carried out with SPSS software, and the research conclusions were obtained. The sixth part is the summary and prospect of the research, summarizes the reflection and innovation of the research. According to the basic mode of implementing peer teaching method and combining the characteristics of physics subject, this study first established the implementation mode of peer teaching method in physics concept teaching, physics law teaching and physics review teaching. When analyzing the effect of peer teaching method in junior middle school physics teaching, the paper makes a horizontal and vertical comparison of the physical achievements of three classes before and after the peer teaching method. In the horizontal comparison, the physical scores of the three classes before and after the peer teaching method were quantitatively analyzed and compared by using SPSS software. Peer teaching method has important reference value to improve the effectiveness of junior high school physics classroom teaching. The author hopes to promote the application of peer teaching method in junior middle school physics classroom through this research, and enrich the research of junior middle school physics teaching method. To provide some reference for the follow-up study.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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本文編號(hào)：1977996