本文選題：PISA + 深度備課　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：2015年起,教育部確立了以發(fā)展學(xué)生核心素養(yǎng)為目標(biāo)的課程改革方向,我國(guó)基礎(chǔ)教育正從“知識(shí)本位”時(shí)代走向“核心素養(yǎng)”時(shí)代。全球中對(duì)于核心素養(yǎng)的研究具有數(shù)十年經(jīng)驗(yàn)的是經(jīng)濟(jì)合作與發(fā)展組織(OECD),OECD為了能夠考察學(xué)生的核心素養(yǎng)情況,創(chuàng)設(shè)了國(guó)際學(xué)生評(píng)價(jià)項(xiàng)目(PISA)來(lái)評(píng)價(jià)學(xué)生的核心素養(yǎng),從而PISA的理念以及理念的落實(shí)方式對(duì)于我國(guó)核心素養(yǎng)在教學(xué)方面的落實(shí)具有重要的現(xiàn)實(shí)意義,能夠進(jìn)一步促進(jìn)我國(guó)高中物理教師的深度備課。本文首先通過(guò)研究PISA素養(yǎng)與我國(guó)核心素養(yǎng),界定了深度備課的含義。在此基礎(chǔ)上,本文一方面以PISA理念為核心設(shè)計(jì)問(wèn)卷,調(diào)查了江蘇省十三個(gè)大市四星級(jí)高中337名物理教師的深度備課情況,另一方面本文分析了南京市某學(xué)科帶頭人的深度備課情況。結(jié)合問(wèn)卷調(diào)查與個(gè)案分析,本文提出了 PISA理念下深度備課的原則、路徑與方法,并進(jìn)行了初步實(shí)踐。最終,本文得到了以下幾個(gè)方面的研究結(jié)論:首先從整體上來(lái)看,高中物理教師的深度備課現(xiàn)狀不容樂(lè)觀,所以有必要完善備課情況。其次,高中物理教師的深度備課應(yīng)遵從目標(biāo)重素養(yǎng)、情境重真實(shí)、研究深度化以及主體為學(xué)生原則。第三,本文探討了深度備課的路徑:(1)以為什么教為出發(fā)點(diǎn)深入研究教材;(2)以真實(shí)生活情境為探究面提升實(shí)際能力:(3)以科學(xué)思維培養(yǎng)為重點(diǎn)體現(xiàn)學(xué)生為本。最后,在實(shí)習(xí)期間進(jìn)行了《自由落體運(yùn)動(dòng)》以及《加速度》深度備課的實(shí)踐。
[Abstract]:Since 2015, the Ministry of Education has established the direction of curriculum reform aimed at the development of students' core literacy, and the basic education of our country is moving from the era of "knowledge based" to the era of "core literacy". The research on core literacy in the world with decades of experience is that the Organization for Economic Cooperation and Development (OECD) OECD has created the International Student Assessment Program (PISA) to evaluate students' core literacy in order to investigate the students' core literacy. Therefore, the idea of PISA and the way of implementing the idea have important practical significance for the implementation of core literacy in teaching in our country, and can further promote the deep preparation of physics teachers in senior high school in our country. Firstly, this paper defines the meaning of deep lesson preparation by studying PISA literacy and core literacy of our country. On the one hand, based on the PISA concept, this paper investigates 337 physics teachers in four star high schools in 13 cities of Jiangsu Province. On the other hand, this paper analyzes the deep preparation of a discipline leader in Nanjing. Combined with questionnaire survey and case analysis, this paper puts forward the principle, path and method of deep lesson preparation under the idea of PISA, and carries on the preliminary practice. Finally, this paper gets the following conclusions: first of all, from the overall point of view, the current situation of high school physics teachers' deep lesson preparation is not optimistic, so it is necessary to improve the situation of preparing lessons. Secondly, high school physics teachers should follow the principles of goal and accomplishment, situation and reality, research depth and subject as students. Thirdly, this paper probes into the path of deep lesson preparation: (1) taking what teaching as the starting point to study the teaching materials; (2) taking the real life situation as the inquiry plane to improve the practical ability; (3) focusing on the cultivation of scientific thinking to embody the student-oriented. Finally, the practice of free falling motion and deep preparation of acceleration is carried out during the practice period.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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