【摘要】：近年來,隨著新課程改革的不斷深入,其對學(xué)生的發(fā)展也提出了更多更高的要求。高中物理教學(xué)承擔(dān)著培養(yǎng)學(xué)生科學(xué)素養(yǎng),提高學(xué)生實(shí)踐能力及更新學(xué)生思維方式等任務(wù)。要完成上述任務(wù),做好教學(xué)設(shè)計是關(guān)鍵。已有的物理教學(xué)設(shè)計研究中,大部分側(cè)重于理論及宏觀層面的分析研究,而對于高中物理單元教學(xué)設(shè)計研究等實(shí)踐層面的關(guān)注還不夠。本研究以認(rèn)知主義教學(xué)理論為指導(dǎo),選擇高中物理教材選修3-1《靜電場》為研究載體,運(yùn)用文獻(xiàn)綜述及調(diào)查研究方法,對其進(jìn)行系統(tǒng)的教學(xué)設(shè)計研究。按照教學(xué)設(shè)計的一般模式,在系統(tǒng)分析教學(xué)內(nèi)容及學(xué)情的基礎(chǔ)上,結(jié)合普通高中物理課程標(biāo)準(zhǔn)制定三維目標(biāo),選擇教學(xué)方法、教學(xué)模式和教學(xué)策略,然后針對教學(xué)的階段性,選擇節(jié)課題“庫侖定律”、“電場強(qiáng)度”、“電勢能電勢”、“電勢差”、“電勢差與電場強(qiáng)度的關(guān)系”和“帶電粒子在電場中的運(yùn)動”。教學(xué)過程設(shè)計主要從新課引入、新課教學(xué)和鞏固新課三個維度展開。最后,以問卷調(diào)查法和訪談法相結(jié)合的方式對教學(xué)設(shè)計開展評價:以“電場強(qiáng)度”的教學(xué)設(shè)計為材料,對學(xué)生用問卷調(diào)查的方式,對老師用訪談的方式,了解他們的反饋情況。此外,還通過調(diào)查了解一線教師關(guān)于教學(xué)設(shè)計各個環(huán)節(jié)重要程度的意見。研究結(jié)果進(jìn)一步證實(shí):第一,進(jìn)行教學(xué)設(shè)計的一般流程包括分析教學(xué)內(nèi)容,確定教學(xué)目標(biāo),分析學(xué)情,結(jié)合實(shí)際選擇操作方法,最后綜合考慮開展過程設(shè)計。第二,教學(xué)設(shè)計的相關(guān)環(huán)節(jié)都有其意義,而確定三維目標(biāo)、分析學(xué)情和過程設(shè)計是其中最為關(guān)鍵的部分。第三,無論在內(nèi)容方面還是方法方面,大學(xué)物理和高中物理在靜電場部分都存在異同點(diǎn),共同點(diǎn)主要體現(xiàn)在一些物理量的定義方法及教學(xué)內(nèi)容方面,而差異主要體現(xiàn)在表達(dá)式的形式和推導(dǎo)方面;總體來看,大學(xué)物理的靜電場內(nèi)容更深更廣,邏輯更嚴(yán)密,對物理現(xiàn)象的解釋更精準(zhǔn),進(jìn)行高中物理教學(xué)設(shè)計必須高度關(guān)注大學(xué)物理的指導(dǎo)作用。
[Abstract]:In recent years, with the deepening of the new curriculum reform, it has put forward more and higher requirements for the development of students. Physics teaching in senior high school undertakes the task of cultivating students' scientific literacy, improving students' practical ability and renewing students' thinking mode. To complete the above tasks, teaching design is the key. Most of the existing researches in physics teaching design focus on the theoretical and macroscopic analysis, but not enough on the practical aspects such as the teaching design of physics units in senior high school. Under the guidance of cognitive teaching theory, this study chooses 3-1 "electrostatic field" as the research carrier, and carries on systematic teaching design research with literature review and investigation and research methods. According to the general mode of teaching design, on the basis of systematic analysis of teaching content and learning situation, combining with the standard of physics course in ordinary senior high school to formulate three dimensional goal, choose teaching method, teaching model and teaching strategy, and then aim at the stage of teaching. "Coulomb law", "electric field intensity", "potential energy potential", "the relationship between potential difference and electric field intensity" and "the motion of charged particles in electric field" are selected. The design of teaching process is mainly from the three dimensions of new course, new course teaching and consolidating new course. Finally, the teaching design is evaluated by the method of questionnaire and interview: the teaching design of "electric field intensity" is used as the material, the students are investigated by questionnaire, and the teachers are interviewed to find out their feedback. In addition, through the investigation to understand the first-line teachers on the importance of each link in teaching design views. The results further confirm that: first, the general process of teaching design includes analysis of teaching content, determination of teaching objectives, analysis of learning situation, selection of operational methods in combination with practice, and finally, comprehensive consideration of developing process design. Secondly, the related links of teaching design have their own significance, and the most important part is to determine the three-dimensional target, to analyze the learning situation and to design the process. Third, whether in terms of content or method, there are similarities and differences between college physics and senior high school physics in the electrostatic field part. The common points are mainly embodied in the definition methods of some physical quantities and the contents of teaching. The differences are mainly reflected in the form and derivation of the expression; in general, the electrostatic field in college physics is deeper and wider, the logic is more rigorous, and the explanation of physical phenomena is more accurate. High school physics teaching design must pay close attention to the guiding role of college physics.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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