本文選題：機(jī)械振動 + 機(jī)械波��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：無論是在進(jìn)行科學(xué)學(xué)習(xí)之前,還是在進(jìn)行科學(xué)學(xué)習(xí)之后,學(xué)生都存在著很多偏離科學(xué)現(xiàn)象本質(zhì)和科學(xué)概念的理解和認(rèn)識,我們統(tǒng)稱為相異構(gòu)想。相異構(gòu)想是當(dāng)今國際國內(nèi)的教育研究熱點(diǎn)之一,它對教學(xué)有著非常重大的影響�！皺C(jī)械振動、機(jī)械波”這兩章包含眾多復(fù)合概念,是高中物理的重要內(nèi)容,此前,卻因高考設(shè)置的原因在國內(nèi)的相異構(gòu)想研究中處于空白狀態(tài)。本文以建構(gòu)主義和奧蘇泊爾的學(xué)習(xí)理論為基礎(chǔ),編制了二段式診斷性測試卷,診斷出學(xué)生在“機(jī)械振動、機(jī)械波”這兩章學(xué)習(xí)后所存在的相異構(gòu)想,分析了相異構(gòu)想形成的原因,并提出了轉(zhuǎn)變這些相異構(gòu)想的教學(xué)策略以及具體的教學(xué)設(shè)計(jì),最后選擇了兩個(gè)班作為實(shí)驗(yàn)班和對照班進(jìn)行了教學(xué)實(shí)踐研究。調(diào)查結(jié)果表明,學(xué)生在“機(jī)械振動、機(jī)械波”這兩章學(xué)習(xí)后所存在的主要相異構(gòu)想有:(1)人和波源之間的距離越遠(yuǎn),人接受到的頻率越低;(2)振源停止振動,介質(zhì)仍然會持續(xù)振動;(3)單擺的回復(fù)力就是擺子所受的合外力;(4)振幅越大,單擺的周期越大;(5)振幅等于振子在四分之一個(gè)周期內(nèi)通過的路程大小;(6)回復(fù)力的公式F=-kx中的k就是彈簧的勁度系數(shù);(7)兩列波疊加后,只要出現(xiàn)振動加強(qiáng)或減弱就是發(fā)生明顯干涉;(8)回復(fù)力的方向與波的傳播方向有關(guān);(9)作受迫振動的物體,振動頻率等于固有頻率;(10)彈簧振子的平衡位置一定在彈簧的原長處。結(jié)合相異構(gòu)想的具體內(nèi)容和對學(xué)生的訪談以及教育心理學(xué)等理論,筆者對學(xué)生產(chǎn)生這些相異構(gòu)想的深層原因進(jìn)行了剖析,將原因歸為以下六個(gè)方面:(1)先入為主的生活經(jīng)驗(yàn),(2)未能深刻理解概念的內(nèi)涵,(3)知識的負(fù)遷移,(4)以偏概全的思維定勢,(5)線性求簡的邏輯思維模式,(6)功能固著的慣性思維�；诒疚奶讲槌龅南喈悩�(gòu)想,結(jié)合建構(gòu)主義和奧蘇泊爾的學(xué)習(xí)理論,筆者提出了轉(zhuǎn)變這些相異構(gòu)想的六個(gè)策略:(1)充分了解學(xué)生的相異構(gòu)想;(2)通過辨析明確概念內(nèi)涵;(3)提高概念學(xué)習(xí)的直觀性;(4)呈現(xiàn)特殊文本;(5)引發(fā)認(rèn)知沖突構(gòu)建科學(xué)概念;(6)通過探究性實(shí)驗(yàn)加深理解�；谶@些教學(xué)策略針對新授課、復(fù)習(xí)課、習(xí)題課、實(shí)驗(yàn)課四種不同課型進(jìn)行教學(xué)設(shè)計(jì),并在此基礎(chǔ)上進(jìn)行了教學(xué)實(shí)踐。實(shí)踐表明,實(shí)驗(yàn)班和對照班在實(shí)施了不同的教學(xué)策略后,取得了明顯不同的教學(xué)效果。實(shí)驗(yàn)班的學(xué)生在較短的時(shí)間內(nèi)提高了對概念的理解水平,但是解題能力的提高則不明顯。
[Abstract]:Whether before or after the scientific study, students have a lot of understanding and understanding that deviate from the essence of scientific phenomena and scientific concepts. The concept of difference is one of the hot spots of educational research at home and abroad, and it has a great influence on teaching. "Mechanical Vibration, Mechanical Wave" contains many complex concepts, which is an important part of physics in senior high school. Before this chapter, however, due to the setting of the college entrance examination, the research on different ideas in China was in a blank state. On the basis of constructivism and Osupeor's learning theory, a two-stage diagnostic test paper is developed to diagnose the students' different ideas after studying in "Mechanical Vibration, Mechanical Wave". This paper analyzes the reasons for the formation of different ideas, and puts forward the teaching strategies and specific teaching design to change these different ideas. Finally, two classes are chosen as experimental classes and control classes to carry out teaching practice research. The results of the investigation show that the main different ideas that exist after students study the two chapters "Mechanical Vibration, Mechanical Wave" are: the farther the distance between the person and the source is, the lower the frequency of receiving the vibration is and the lower the frequency of the vibration source is to stop the vibration. The return force of a simple pendulum is the greater the amplitude of the combined external force of the pendulum. The larger the period of a pendulum is, the larger the amplitude is equal to 6) the return force of the oscillator passing through a quarter of a period. The k in F _ (-kx) is the stiffness coefficient of the spring and the coefficient of stiffness is 7) after the superposition of the two rows of waves. As long as the vibration is strengthened or weakened, the direction of the recovery force is obviously interfered with the direction of the wave propagation. The vibration frequency is equal to that of the natural frequency and the balance position of the spring oscillator must be in the original strength of the spring. Combined with the concrete contents of different ideas, interviews with students, educational psychology and other theories, the author analyzes the deep reasons for the students to produce these different ideas. The reason is divided into the following six aspects: 1) preconceived life experience / 2) failure to deeply understand the connotation of the concept / 3) the negative transfer of knowledge / the failure to understand deeply the connotation of the concept / Based on the different ideas explored in this paper, combined with constructivism and Osupeor's learning theory, The author puts forward six strategies to change these different ideas: 1) fully understand students' different ideas 2) improve the intuitiveness of concept learning by discriminating and clarifying the concept connotation / 3) present a special text and construct a science of cognitive conflict. Concept 6) deepening understanding through exploratory experiments. On the basis of these teaching strategies, the teaching design is carried out according to the four different teaching patterns of new teaching, revision, exercise and experiment, and the teaching practice is carried out on this basis. Practice shows that the experimental class and the control class have achieved different teaching effects after implementing different teaching strategies. The students in the experimental class improved their understanding of the concept in a short time, but the ability to solve problems was not obvious.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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