本文選題：初、高中物理過渡 + 教學銜接�。� 參考：《華中師范大學》2017年碩士論文

【摘要】：基礎教育改革從2001年至今,已經走過了十六個年頭。在新課程改革的大的社會環(huán)境下,高中物理的教學對于學生的培養(yǎng)主要是從下列三個方面進行的,即幫助學生能夠形成正確的情感、態(tài)度、價值觀,教給他們能夠利用科學的方法去分析和解決問題,傳授給他們相關的知識和技能,而初、高中的物理課程改革則是整個物理課程改革中的重要一環(huán)。但是隨著初、高中物理教學改革的不斷加速和深入,初高中物理教學當中的教學銜接問題也不斷的凸顯,而這些問題會導致大量的學生剛上高中就存在“物理難”的思想,甚至有部分學生由于無法跨過初高中學習的“跨度”最終放棄物理學習,甚至是整個理科(理化生)的學習。有鑒于此,本文在皮亞杰認知發(fā)展學等教學教育理論的基礎上,通過從對初、高中教師和學生的問卷調查和訪談結果的分析出發(fā),找出初高中物理銜接教育當中學生和教師存在的問題,以這些問題為突破點找出問題存在的原因,并給出合理化的建議和展示自己在教學過渡過程中的一些嘗試。本文分為以下幾個部分:第一部分是問題的提出,從初、高中銜接教育研究的現狀入手,了解以及總結前人的研究成果。明確研究目的,即通過研究現階段銜接教育的現狀和問題,分析問題出現的原因,并以此給出合理化的建議。第二部分是進行相關理論的探討,了解初、高中學生認知發(fā)展和心理狀態(tài)的特點。第三部分是對筆者所在學校師生進行問卷調查和訪談,并對反饋回來的信息進行分析總結。第四部分是以問卷調查中獲得的信息為基礎,對初、高中的課程、學生的興趣和能力等方面進行比較分析,找出問題的癥結。第五部分是通過分析,給出合理化建議,并展示自己在銜接教育中的一些嘗試和所取得的一些效果。
[Abstract]:The reform of basic education has gone through sixteen years since 2001. In the great social environment of the new curriculum reform, the teaching of physics in senior high school is mainly carried out from the following three aspects: helping students to form correct emotions, attitudes, and values. They are taught to use scientific methods to analyze and solve problems and to teach them relevant knowledge and skills. At the beginning of the year, the physics curriculum reform in senior high school is an important part of the whole physics curriculum reform. However, with the accelerating and deepening of the reform of physics teaching in senior high school, the problems of teaching convergence in physics teaching in junior high school are also becoming more and more prominent, and these problems will lead to the idea that "physics is difficult" for a large number of students as soon as they enter high school. Some students even give up physics or even the whole science because they can't cross the span of junior high school. In view of this, based on Piaget's theory of cognitive development and other teaching education, this paper analyzes the results of questionnaires and interviews among teachers and students in junior high school. To find out the problems of students and teachers in middle and high school physics linking education, to find out the causes of these problems, and to give some reasonable suggestions and to show some attempts in the process of teaching transition. This paper is divided into the following parts: the first part is the question put forward, from the beginning, the current situation of the study of high school cohesion education, understanding and summarizing the previous research results. The purpose of this study is to analyze the causes of the problems by studying the present situation and problems of cohesive education, and to give some reasonable suggestions. The second part is to explore the relevant theories to understand the characteristics of cognitive development and mental state of junior high school students. The third part is the author of the school teachers and students questionnaire and interviews, and feedback back to the analysis and summary of information. The fourth part is based on the information obtained in the questionnaire, to the junior, senior high school curriculum, students' interest and ability and other aspects of comparative analysis, to find out the crux of the problem. The fifth part is through the analysis, gives the rationalization suggestion, and displays oneself in the cohesive education some attempts and obtains some results.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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