【摘要】：演示實驗是物理課堂教學的重要環(huán)節(jié),有效的演示實驗教學有利于學生觀察并總結(jié)物理規(guī)律,提高學生了解和探索世界的能力。然而,現(xiàn)今高中物理演示實驗教學常常忽視了學生的觀察能力、動手實踐能力、收集資料能力等的培養(yǎng)。因此,如何構(gòu)建有效的物理演示實驗教學模式及策略,成為了物理實驗教學中值得進一步研究的課題。本文在分析建構(gòu)主義理論的基礎(chǔ)之上,結(jié)合云南省高中物理演示實驗教學的實際情況,提出了適合云南省物理演示實驗教學的有效教學策略,主要工作如下:通過學生問卷和教師訪談,對云南省的高中物理演示實驗教學現(xiàn)狀進行調(diào)查,發(fā)現(xiàn)大部分教師和學生都很重視演示實驗,普遍認為演示實驗是物理教學不可缺少的一部分;與此同時,多數(shù)學生會預習實驗內(nèi)容并渴望自己動手演示實驗,但教師往往擔心課堂失控,幾乎是獨自完成所有的演示實驗,導致學生處于被動學習的狀態(tài)。結(jié)合云南省高中物理演示實驗教學的實際情況,結(jié)合建構(gòu)主義理論,提出了可以讓學生作為主角完成演示實驗的觀點,并從高中《物理課程標準》的目標以及高中生的知識能力水平兩個方面分析了該觀點的可行性;結(jié)合云南省高中學生的認知特點以及演示實驗的難易程度,提出了自主演示實驗策略、小組合作演示實驗策略和師生共同完成實驗策略;最后,以知識點“失重”的情境創(chuàng)設(shè)為例,從資料收集、演示實驗的表演、展示等幾個環(huán)節(jié),對比教師和學生分別作為“表演者”的演示實驗教學模式,從中發(fā)現(xiàn)讓學生作為主角完成演示實驗更利于培養(yǎng)學生的動手能力、創(chuàng)新能力以及分析解決問題的能力,有助于提高學生學習積極性,從而提高演示實驗的教學效果�；诮�(gòu)主義學習理論和學生作為“表演者”的演示實驗教學模式,設(shè)計了“楞次定律”、“全反射”、“幾種常見的磁場”三個教學案例。在案例的設(shè)計過程中,從實踐和理論兩個角度明確了學生和教師在演示實驗前、實驗中、實驗后各自的任務和分工,突出了學生為知識的主動構(gòu)建者,教師為輔助者的建構(gòu)思想。
[Abstract]:Demonstration experiment is an important link in physics classroom teaching. Effective demonstration experiment teaching is helpful for students to observe and summarize the laws of physics and improve their ability to understand and explore the world. However, the present physics demonstration experiment teaching in senior high school often neglects the cultivation of students' ability of observation, hands-on practice, data collection and so on. Therefore, how to construct effective physical demonstration experiment teaching mode and strategy has become a subject worthy of further study in physics experiment teaching. Based on the analysis of constructivism theory and the actual situation of physics demonstration experiment teaching in Yunnan senior high school, this paper puts forward an effective teaching strategy suitable for physics demonstration experiment teaching in Yunnan province. The main work is as follows: through student questionnaire and teacher interview, the present situation of physics demonstration experiment teaching in senior high school in Yunnan Province is investigated, and it is found that most teachers and students attach great importance to demonstration experiment. It is generally accepted that demonstration experiments are an integral part of physics teaching; at the same time, most students prepare for the experiment and are eager to do it themselves, but teachers tend to fear that the classroom is out of control and do almost all the demonstration experiments on their own. The result is that students are in a passive learning state. Combined with the actual situation of physics demonstration experiment teaching in senior high school in Yunnan Province and the constructivism theory, this paper puts forward the viewpoint that students can be the protagonists to complete the demonstration experiment. It also analyzes the feasibility of this viewpoint from two aspects: the goal of physics curriculum standard in senior high school and the level of knowledge ability of senior high school students, combined with the cognitive characteristics of senior high school students in Yunnan province and the difficulty degree of demonstration experiment. Put forward the strategy of self-demonstration experiment, group demonstration experiment strategy and teachers and students to complete the experiment strategy together; finally, take the "weightlessness" situation creation of knowledge point as an example, from the data collection, demonstration experiment performance, display and so on several links, Comparing with the demonstration experiment teaching mode in which teachers and students act as "performers", it is found that it is more helpful to train students' practical ability, innovation ability and ability of analyzing and solving problems by allowing students to complete demonstration experiments as protagonists. It is helpful to improve the enthusiasm of students and improve the teaching effect of demonstration experiment. Based on the constructivist learning theory and the demonstration experiment teaching model of students as "performers", three teaching cases, "Lenz law", "total reflection" and "several common magnetic fields", are designed. In the design process of the case, from the perspective of practice and theory, this paper clarifies the tasks and division of labor between students and teachers before and after the demonstration experiment, and highlights the students as the active constructors of knowledge. The construction thought of teacher as assistant.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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