本文選題：PISA + 物理習題教學　； 參考：《南京師范大學》2017年碩士論文

【摘要】：2014年教育部在《關(guān)于全面深化課程改革落實立德樹人根本任務的意見》中明確提出了中國學生發(fā)展的核心素養(yǎng)體系,因而“核心素養(yǎng)”迅速成為基礎教育課程改革的更高目標和要求。對于物理學科而言,提高學生核心素養(yǎng)的重點就是在教學中培養(yǎng)學生的物理思維能力和物理問題解決能力。初中物理習題教學是物理教學的重要組成部分,有關(guān)研究表明,目前的初中物理習題教學中存在著重知識輕能力、重理論輕實踐的弊端,這影響了學生的問題解決能力的提升。由經(jīng)濟合作與發(fā)展組織(OECD)策劃實施的國際學生評價項目PISA,凝聚了國際先進的評價理念,是目前世界上最有影響力的國際學生學習評價項目之一。PISA對科學素養(yǎng)的測評通過一套系統(tǒng)而完備的評價體系,考查學生運用已學知識、態(tài)度和技能去解決不同情境中問題的能力,其評價理念對初中物理習題教學的改革有借鑒意義。故而,本文從PISA的視角對初中物理習題教學進行較為系統(tǒng)的研究,希望能促進物理課程改革的不斷發(fā)展和完善。本文通過對PISA科學素養(yǎng)測試探討,明晰其在科學素養(yǎng)測評上的先進性,進而改善習題教學的試題編制和教學過程,最終實現(xiàn)提高學生科學素養(yǎng)和實際問題解決能力的目的。首先,本文通過文獻法和案例分析法將PISA測試題與現(xiàn)行的物理中考試題進行比較,發(fā)現(xiàn)其對物理習題教學中可以借鑒的成功經(jīng)驗;其次,通過問卷、訪談等形式對目前物理習題教學的現(xiàn)狀進行調(diào)查,分析影響物理習題教學的因素;再次,在借鑒PISA測試卷的基礎上,將問題解決能力分解為信息提取、數(shù)據(jù)處理、語言表達、科學探究、思維發(fā)散和知識遷移這六種能力,并將這些能力的培養(yǎng)滲透進入習題教學的環(huán)節(jié),在教學中進行實踐研究;最后,從習題選擇、改編、教學等方面總結(jié)了改進習題教學的策略。
[Abstract]:In 2014, the Ministry of Education clearly put forward the core literacy system for the development of Chinese students in "opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of creating a person by virtue". As a result, core literacy has rapidly become a higher goal and requirement of basic education curriculum reform. For physics, the key to improve students' core accomplishment is to cultivate students' thinking ability and problem-solving ability in teaching. The teaching of physics exercises in junior high school is an important part of physics teaching. The relevant studies show that the present teaching of physics exercises in junior high school has the disadvantage of attaching importance to knowledge, theory and practice, which affects the improvement of students' problem-solving ability. PISAA, an international student evaluation project planned and implemented by the Organisation for Economic Cooperation and Development (OECD), condenses advanced international evaluation concepts. PISA is one of the most influential international student learning evaluation projects in the world. PISA evaluates scientific literacy through a systematic and complete evaluation system to examine students' application of learned knowledge. The ability of attitude and skill to solve problems in different situations is of great significance to the reform of physics exercises teaching in junior high school. Therefore, from the perspective of PISA, this paper makes a systematic study on physics exercises teaching in junior high school, hoping to promote the continuous development and improvement of physics curriculum reform. This paper discusses PISA's scientific literacy test, clarifies its advanced nature in science literacy evaluation, and then improves the preparation and teaching process of examination questions in exercise teaching, and finally realizes the purpose of improving students' scientific literacy and practical problem-solving ability. First of all, this paper compares PISA test questions with the current physics middle school test questions by literature and case analysis, and finds the successful experience that can be used for reference in physics exercises teaching; secondly, through the questionnaire, In the form of interviews and other forms of investigation of the current situation of physical exercises teaching, analysis of the factors affecting the teaching of physics exercises; thirdly, on the basis of using PISA test paper for reference, the ability of problem solving is decomposed into information extraction, data processing, language expression, Scientific inquiry, divergent thinking and knowledge transfer are six kinds of abilities, and the cultivation of these abilities is infiltrated into exercise teaching to carry out practical research in the teaching; finally, from exercise selection, adaptation, The strategies of improving exercise teaching are summarized in teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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