本文選題：初中物理校本課程 + 校本課程開發(fā)�。� 參考：《山東師范大學(xué)》2016年碩士論文

【摘要】：21世紀(jì)新千年以來,我國新課程教育改革不斷深化,且進(jìn)入深水區(qū),并且伴隨國家到地方再到學(xué)校,能體現(xiàn)新時(shí)代特色的三級(jí)課程管理體系也從開設(shè)到大面積展開實(shí)施,由此,目前校本課程的開發(fā),已經(jīng)逐漸變?yōu)槲覈n程改革,甚至整個(gè)素質(zhì)教育改革的一個(gè)主要焦點(diǎn)。但是,在目前大多數(shù)的校本課程開發(fā)方面,對(duì)具有特色的校本課程個(gè)案研究比較少,重點(diǎn)落實(shí)到方法和理論的分析卻較多;特別是側(cè)重于對(duì)校本課程開發(fā)內(nèi)容方面,突出了論證與宣講,但對(duì)于目前中學(xué)和小學(xué)的現(xiàn)實(shí)情況,的確存在不夠充分關(guān)注,對(duì)校本課程開發(fā)有關(guān)的科學(xué)規(guī)律,比如途徑和方法等認(rèn)識(shí)不到位。因此加強(qiáng)研究校本課程開發(fā)途徑和方法,是目前的大規(guī)模展開校本課程的突破口。由此,本篇論文首先研究校本課程在國內(nèi)外的開發(fā)情況、意義,并且嚴(yán)格規(guī)范具體概念,再在基礎(chǔ)校本課程理論方面,進(jìn)行了較為系統(tǒng)的分析和研究,特別是施瓦布的"實(shí)踐模式"理論,以及斯藤豪斯"過程模式"理論,進(jìn)行了重點(diǎn)探究,并由此結(jié)合實(shí)踐,總結(jié)出具有學(xué)校特色的初中物理校本課程開發(fā)的方法與途徑,這其中還涉及模式與評(píng)價(jià)等各個(gè)方面。此外,本論文突出對(duì)物理校本課程重點(diǎn)研究,從開發(fā)前就開始做了詳細(xì)的調(diào)查,并結(jié)合學(xué)生的需求方面與教師的努力過程兩角度,進(jìn)行重點(diǎn)研究,以淄博市周村區(qū)SZ學(xué)校示例為基礎(chǔ),明確物理校本課程的開發(fā)整個(gè)流程。通過對(duì)物理校本課程實(shí)施中的過程和存在的問題進(jìn)行詳細(xì)分析,從而總結(jié)出初中物理校本課程的開發(fā)途徑與方法。當(dāng)然,我們最終的目的還是要打造體現(xiàn)學(xué)校特色與學(xué)生發(fā)展、教師專業(yè)成長相輔相成的課程體系。本論文的創(chuàng)新,是作者從理論研究與課程實(shí)踐雙重角度,對(duì)物理校本課程的開發(fā)、實(shí)施以及存在的經(jīng)驗(yàn)與問題作了系統(tǒng)化的調(diào)查與研究。論文著重從五個(gè)部分展開:第一部分是緒論部分,內(nèi)容主要是論證選題,涉及研究背景和意義,運(yùn)用的研究方法和思路,還有研究的目的和內(nèi)容等。第二部分是界定概念和理論基礎(chǔ),主要對(duì)"校本課程"、"校本課程開發(fā)"、"物理校本課程開發(fā)"、"途徑與方法"進(jìn)行了概念界定,探討了理論基礎(chǔ)。第三部分是通過對(duì)校本課程物理開發(fā)教現(xiàn)狀分析,然后通過對(duì)物理校本課程在淄博市SZ中學(xué)的實(shí)踐研究為模板,對(duì)開發(fā)物理校本課程的原則與目標(biāo),方法和途徑等做出總結(jié)。第四部分是以SZ中學(xué)為實(shí)踐對(duì)象,對(duì)初中物理校本課程開發(fā)的整個(gè)過程進(jìn)行研究,從校本課程開發(fā)過程的種種影響因素角度入手,如校本課程開發(fā)目標(biāo)的制定、校本課程模式的建立、校本課程原有情境的分析、校本課程實(shí)施方案的設(shè)計(jì)、校本課程的具體實(shí)施及校本課程的評(píng)價(jià)等多個(gè)方面,深刻反思和總結(jié)SZ學(xué)校的物理校本課程開發(fā),對(duì)于取得的經(jīng)驗(yàn)和存在的問題進(jìn)行了研究與調(diào)查,并深挖其中原因,最終總結(jié)初中物理校本課程開發(fā)途徑和方法。第五部分是總結(jié)論文并進(jìn)行展望,反思研究中存在的困難和問題,最后也對(duì)未來的持續(xù)性研究做了展望。
[Abstract]:Since the new millennium in twenty-first Century, the reform of the new curriculum education in China has been deepened and entered into the deep water area, and with the country to the local school, the three level curriculum management system which can reflect the new era characteristics is also carried out from the opening to the large area. Therefore, the opening of the school-based curriculum has gradually changed into the curriculum reform of our country and even the whole element. However, in most of the current school based curriculum development, there are few case studies on school based courses with special features, and more emphasis is placed on the analysis of methods and theories. Especially, it focuses on the content of school-based curriculum development, highlights the argument and preach, but for the present middle school and primary school. The reality is not enough to pay enough attention to the scientific rules of school-based curriculum development, such as the ways and methods, such as ways and methods. Therefore, it is a breakthrough to study the ways and methods of school-based curriculum development. This paper first studies the development of school-based curriculum at home and abroad. The situation, significance, and strict specification of the specific concept, and then the basic school based curriculum theory, carried out a more systematic analysis and research, especially Schwab's "practice model" theory, and Moorhouse's "process model" theory, carried out a key inquiry, and by this combination of practice, summed up the school characteristics of school based school physics course. Cheng Kaifa's method and approach, which also involves the various aspects of the model and evaluation. In addition, this paper highlights the emphasis on the physical school-based curriculum, starting from the development of a detailed investigation, and combining the needs of the students with the two angles of the teacher's effort process, the focus of the study, taking the example of the SZ school in Zhoucun District of Zibo city as the example Based on the development of the whole process of physical school-based curriculum development, through the detailed analysis of the process and existing problems in the implementation of the physical school-based curriculum, this paper summarizes the ways and methods of developing the school-based curriculum in junior high school physics. Of course, our ultimate goal is to create the characteristics of the school and the development of the students and the professional growth of the teachers. The innovation of this thesis is the author's systematic investigation and Research on the development, implementation and existing experience and problems of physical school-based curriculum from the dual angle of theoretical research and curriculum practice. The thesis focuses on five parts: the first part is the introduction part, which mainly discusses the topic and involves the research. The second part is the definition of "school-based curriculum", "school-based curriculum development", "physical school-based curriculum development", "ways and methods", and the theoretical basis. The third part is through the physics of school-based curriculum physics. Analysis of the current situation of teaching development, and then through the physical school-based curriculum in the practice of Zibo SZ middle school as a template, the principles and objectives, methods and ways of the development of physical school-based curriculum are summarized. The fourth part is SZ secondary school as the practical object, the whole process of Junior Physics school-based curriculum development, from the school-based curriculum open. On the basis of various factors, such as the establishment of school based curriculum development target, the establishment of school-based curriculum model, the analysis of the original situation of the school-based curriculum, the design of the school-based curriculum implementation scheme, the concrete implementation of the school-based curriculum and the evaluation of the school-based curriculum, the physical school-based curriculum development of the SZ school is deeply reflected and summarized. The fifth part is the summary of the thesis and the prospect, the difficulties and problems in the study, and finally the prospect of the continuing research.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.7

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