高中物理電磁核心概念及其教學設計研究
發(fā)布時間：2018-11-14 16:52
【摘要】：隨著國際上對核心概念的普遍關注,核心概念教學已經(jīng)成為一種趨勢。物理核心概念指能廣泛應用的物理知識,包括概念、規(guī)律、原理等,物理核心概念總領著每一個物理原理和規(guī)律的建立,是學好物理的關鍵。本文從核心概念的理論基礎和中美課程標準出發(fā),通過內(nèi)容分析法、問卷調查法、行動研究法等梳理確定我國高中物理電磁核心概念,分析研究國內(nèi)外前人圍繞核心概念展開教學的基礎上,嘗試建構以核心概念為中心的教學設計框架,編寫教學案例并運用到實踐中去,為一線物理教師提供實際可操作的方法。本課題共分六章,主要內(nèi)容如下:第一章是緒論。主要論述了核心概念研究的背景、相關概念的界定、國內(nèi)外關于核心概念與教學設計的研究歷史和現(xiàn)狀以及本課題研究的主要內(nèi)容、意義、方法等。第二章是研究的相關理論基礎。從建構主義教學理論、有意義學習理論、加涅的教學設計理論三個理論基礎上,詳細地闡述了該理論基礎所包含的主要內(nèi)容以及該理論基礎對以核心概念為中心的教學設計的啟示。第三章是高中物理電磁核心概念的界定。首先從美國科學課程標準和我國普通高中物理課程標準出發(fā),確定我國高中物理電磁核心概念的篩選標準;然后梳理人教版高中物理教材中各個章節(jié)下的有關電磁概念,共梳理出82個電磁概念,對比高中物理課程標準及核心概念篩選標準,經(jīng)過提煉最終確定的重點概念有28個:最后通過教師問卷調查,最終確定高中物理電磁核心概念共有五個,分別是:閉合電路的歐姆定律、法拉第電磁感應定律、電場強度、楞次定律、磁感應強度。第四章是以核心概念為中心的教學設計。以核心概念為中心的教學設計,是在系統(tǒng)分析教材內(nèi)容的基礎上,確定核心概念,通過安排教學過程、選擇教學策略等來建構核心概念,以評價學習結果的方式來不斷完善教學設計的過程。通過對專家學者們提出的關于教學設計模式的研究,本課題提出了以核心概念為中心的教學設計框架,包括篩選核心概念、分析教學內(nèi)容、確定教學目標、安排教學過程、選擇教學策略、評價學習結果、建構核心概念等七個環(huán)節(jié),并且詳細論述了每個環(huán)節(jié)的內(nèi)容,最后根據(jù)核心概念教學設計框架設計《電場強度》教學設計案例。第五章是以核心概念為中心的教學設計實踐。將編制好的《電場強度》教學設計案例運用到實踐中,通過月考試卷及學案習題分析,結果表明核心概念教學能夠促進學生對概念的理解與掌握,教師應該加強對核心概念教學的重視。第六章結論及反思。總結本課題的結論及存在的不足之處,希望以后的研究者能夠繼續(xù)在這方面深入研究,提出更加完善的以核心概念為中心的教學設計框架。
[Abstract]:With the universal concern of the core concept, the core concept teaching has become a trend. The physical core concept refers to the physical knowledge that can be widely used, including the concept, the law, the principle and so on. The physical core concept is the establishment of every physical principle and law, which is the key to learn physics well. In this paper, based on the theoretical basis of the core concept and the standard of Chinese beauty standard, the core concept of high school physics in China is determined through content analysis, questionnaire and action research. Try to construct the teaching design framework centered on the core concept, write the teaching case and apply it to the practice, provide the practical operation method for the first-line physical teacher. This subject is divided into six chapters. The main contents are as follows: The first chapter is the introduction. This paper mainly discusses the background of the core concept research, the definition of the relevant concepts, the research history and present situation of the core concept and the teaching design at home and abroad, and the main contents, meanings and methods of the research. The second chapter is the relevant theoretical basis of the research. Based on the theory of constructivism, the theory of self-learning and the theory of teaching design of Gagne, the main contents of the theoretical foundation and the enlightenment of the theoretical foundation to the teaching design centered on the core concept are set forth in detail. The third chapter is the definition of the core concept of high school physics. First of all, we set out the screening criteria of the core concept of high school physics in high school from the standard of American science standard and the physical standard of ordinary high school in our country, and then sort out 82 electromagnetic concepts by combing the relevant electromagnetic concepts under various chapters in the physical teaching material of the high school of the human being. In contrast to the high school physics curriculum standard and the core concept screening standard, there are 28 key concepts that are finally determined by the extraction: finally, through the teacher's questionnaire, it is finally determined that there are five core concepts of high school physics, namely, the Ohm's law of the closed circuit, Faraday's law of electromagnetic induction, electric field strength, second law, magnetic induction intensity. The fourth chapter is the teaching design centered on the core concept. The teaching design centered on the core concept, based on the analysis of the content of the teaching materials, determines the core concept, and constructs the core concept by arranging the teaching process, selecting the teaching strategy and the like, so as to improve the teaching design process in a way of evaluating the learning result. Through the research on the design pattern of the teaching, the subject put forward the teaching design framework centered on the core concept, including the screening of the core concept, the analysis of the teaching content, the determination of the teaching goal, the arrangement of the teaching process, the selection of the teaching strategy and the evaluation of the learning result, The core concept and other seven links are discussed in detail, and the content of each link is discussed in detail. Finally, according to the core concept teaching design framework, the design of the electric field strength> teaching design case is designed. The fifth chapter is the teaching design practice centered on the core concept. The results show that the core concept teaching can promote the students' understanding and control of the concept, and the teachers should strengthen the emphasis on the core concept teaching. Chapter 6. Conclusion and Rethinking. To sum up the conclusions and shortcomings of this project, the researchers hope that future researchers can continue to study in this area and put forward a more complete teaching design framework centered on the core concept.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
本文編號：2331752
[Abstract]:With the universal concern of the core concept, the core concept teaching has become a trend. The physical core concept refers to the physical knowledge that can be widely used, including the concept, the law, the principle and so on. The physical core concept is the establishment of every physical principle and law, which is the key to learn physics well. In this paper, based on the theoretical basis of the core concept and the standard of Chinese beauty standard, the core concept of high school physics in China is determined through content analysis, questionnaire and action research. Try to construct the teaching design framework centered on the core concept, write the teaching case and apply it to the practice, provide the practical operation method for the first-line physical teacher. This subject is divided into six chapters. The main contents are as follows: The first chapter is the introduction. This paper mainly discusses the background of the core concept research, the definition of the relevant concepts, the research history and present situation of the core concept and the teaching design at home and abroad, and the main contents, meanings and methods of the research. The second chapter is the relevant theoretical basis of the research. Based on the theory of constructivism, the theory of self-learning and the theory of teaching design of Gagne, the main contents of the theoretical foundation and the enlightenment of the theoretical foundation to the teaching design centered on the core concept are set forth in detail. The third chapter is the definition of the core concept of high school physics. First of all, we set out the screening criteria of the core concept of high school physics in high school from the standard of American science standard and the physical standard of ordinary high school in our country, and then sort out 82 electromagnetic concepts by combing the relevant electromagnetic concepts under various chapters in the physical teaching material of the high school of the human being. In contrast to the high school physics curriculum standard and the core concept screening standard, there are 28 key concepts that are finally determined by the extraction: finally, through the teacher's questionnaire, it is finally determined that there are five core concepts of high school physics, namely, the Ohm's law of the closed circuit, Faraday's law of electromagnetic induction, electric field strength, second law, magnetic induction intensity. The fourth chapter is the teaching design centered on the core concept. The teaching design centered on the core concept, based on the analysis of the content of the teaching materials, determines the core concept, and constructs the core concept by arranging the teaching process, selecting the teaching strategy and the like, so as to improve the teaching design process in a way of evaluating the learning result. Through the research on the design pattern of the teaching, the subject put forward the teaching design framework centered on the core concept, including the screening of the core concept, the analysis of the teaching content, the determination of the teaching goal, the arrangement of the teaching process, the selection of the teaching strategy and the evaluation of the learning result, The core concept and other seven links are discussed in detail, and the content of each link is discussed in detail. Finally, according to the core concept teaching design framework, the design of the electric field strength> teaching design case is designed. The fifth chapter is the teaching design practice centered on the core concept. The results show that the core concept teaching can promote the students' understanding and control of the concept, and the teachers should strengthen the emphasis on the core concept teaching. Chapter 6. Conclusion and Rethinking. To sum up the conclusions and shortcomings of this project, the researchers hope that future researchers can continue to study in this area and put forward a more complete teaching design framework centered on the core concept.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
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