本文選題：課堂提問 + 自我效能感　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：人類的思維活動從疑問出發(fā),物理學(xué)的研究從問題出發(fā),在不斷地解決問題的過程中,物理學(xué)得以建立、發(fā)展和完善。提問是教師試圖引導(dǎo)學(xué)生進行言語反應(yīng)的一種刺激信號,在物理課堂教學(xué)中,課堂提問是師生課堂中學(xué)習(xí)物理、交流物理的一種重要手段。物理教學(xué)中的提問,也是給學(xué)生制造問題,引起注意,變化課堂節(jié)奏,激發(fā)思考,啟發(fā)思維以及解決物理問題的一個重要方法。自我效能感是美國心理學(xué)家班杜拉提出的一個概念,此理論起初在臨床心理學(xué)中的應(yīng)用頗多,近些年來在學(xué)校教育中的應(yīng)用也逐漸增多。自我效能感是指個體對自己在某方面的效用、能力的感知,是指個體自我認(rèn)知的一種表現(xiàn)。物理學(xué)科是一門綜合程度極高的自然學(xué)科,具有抽象性、復(fù)雜性等一些特性。物理學(xué)習(xí)自我效能感是影響學(xué)習(xí)者物理學(xué)習(xí)質(zhì)量的重要因素。從影響學(xué)生高中物理學(xué)習(xí)上來說,教育者應(yīng)重視受教育者的物理學(xué)習(xí)自我效能感。課堂提問不僅具有傳遞知識的功能,也是激發(fā)學(xué)生思考的重要手段。自我效能感是指個人對是否有能力去操作行為的期望。兩者之間具有一定的契合性,尤其是在自我效能感的來源方面,課堂上學(xué)生回答提問的結(jié)果,不僅將對學(xué)生個體乃至全班同學(xué)都會產(chǎn)生一系列微妙的影響。對課堂提問及自我效能感的契合性的深入解讀,將自我效能感應(yīng)用到高中物理課堂提問中,有利于我們更好把握好課堂這塊教學(xué)主陣地,有利于培養(yǎng)學(xué)生的學(xué)習(xí)動機,還有利于自我效能感理論的進一步研究。本文有六個部分組成:一、引言,通過在知網(wǎng)等渠道,對相關(guān)文獻進行查閱,主要對課堂提問以及自我效能感理論等內(nèi)容進行文獻綜述,并簡述了本文的研究方法。二、研究的理論基礎(chǔ),首先介紹了人本主義心理學(xué)的理論,建構(gòu)主義的觀點,師生互動的觀點,以及最近發(fā)展區(qū)理論的介紹,其次具體介紹了自我效能感理論,結(jié)合它的內(nèi)涵、功能、來源以及在高中物理教學(xué)中的應(yīng)用,最后介紹了課堂提問,以及高中物理課堂提問的特點。三、高中物理課堂提問的調(diào)查與分析,通過設(shè)計問卷調(diào)查實施并分析問卷,得出高中物理課堂提問中的特點,為實驗的實施做好準(zhǔn)備工作。四、自我效能感在高中物理課堂提問中應(yīng)用的策略,從自我效能感以及高中物理課堂提問的契合性出發(fā),探索出自我效能感理論在高中物理課堂提問中的教學(xué)策略,以及提問在課前、課上、課后的應(yīng)用流程。五、自我效能感在高中物理課堂提問中的實踐研究,分析實踐研究方案,設(shè)計對實驗組進行試驗的教學(xué)案例,并分析案例的設(shè)計思路。六、結(jié)論,對本文的研究進行總結(jié),分析不足之處以及提出對未來的展望。
[Abstract]:In the process of solving problems, physics has been established, developed and perfected. Questioning is a kind of stimulative signal that teachers try to guide students to respond to speech. In physics classroom teaching, classroom questioning is an important means for teachers and students to learn physics and communicate physics. Questioning in physics teaching is also an important method to create problems, attract attention, change classroom rhythm, stimulate thinking, enlighten thinking and solve physical problems. Self-efficacy is a concept put forward by American psychologist Bandura. This theory has been widely used in clinical psychology at first and has been gradually applied in school education in recent years. The sense of self-efficacy refers to the individual's perception of his own utility and ability in a certain aspect, and it is a manifestation of individual self-cognition. Physics is a natural subject with a high degree of synthesis, which has some characteristics such as abstractness and complexity. The sense of self-efficacy in physics learning is an important factor affecting the quality of physics learning. In terms of influencing students' physics learning in senior high schools, educators should attach importance to the students' sense of self-efficacy in physics learning. Classroom questioning not only conveys knowledge, but also stimulates students to think. Self-efficacy is the expectation that an individual has the ability to behave. There is a certain correspondence between the two, especially in the source of self-efficacy. The result of students answering questions in class will not only have a series of subtle effects on the students as well as the whole class. The deep interpretation of the compatibility of classroom questioning and self-efficacy, and the application of self-efficacy induction to high school physics classroom questioning, will help us better grasp the main position of classroom teaching and cultivate students' learning motivation. It is also beneficial to the further study of the theory of self-efficacy. There are six parts in this paper: first, the introduction, through the knowledge network and other channels to consult the relevant literature, mainly on the classroom questioning and self-efficacy theory literature review, and briefly described the research methods of this paper. Second, the theoretical basis of the study, first introduced the theory of humanism psychology, constructivism, teacher-student interaction, as well as the theory of the recent development zone, and then introduced the theory of self-efficacy, combined with its connotation. Function, source and application in physics teaching in senior high school. Finally, the paper introduces the classroom questioning and the characteristics of high school physics classroom questioning. Third, the investigation and analysis of high school physics classroom questions, through the design and implementation of questionnaires and analysis of the questionnaire, the characteristics of senior high school physics classroom questions, to prepare for the implementation of the experiment. Fourth, the strategy of self-efficacy applied in high school physics classroom questioning, from the perspective of self-efficacy and the compatibility of senior high school physics classroom questions, this paper explores the teaching strategies of self-efficacy theory in senior high school physics classroom questioning. And the application flow of asking questions before, during and after class. Fifth, the practical research of self-efficacy in the high school physics classroom questioning, the analysis of the practical research program, the design of the experimental group of teaching cases, and analysis of the design ideas of the case. Sixth, the conclusion, this paper summarizes the research, analyzes the deficiency and puts forward the prospect of the future.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

【參考文獻】

相關(guān)期刊論文 前5條

1 韓曄;;如何在高中物理學(xué)習(xí)中培養(yǎng)自我效能感[J];中學(xué)物理;2012年11期

2 周久t，

本文編號：2108400