中學(xué)物理實驗教學(xué)中培養(yǎng)學(xué)生遷移能力的研究
發(fā)布時間：2019-01-30 11:06
【摘要】：按照教育心理學(xué)的定義,遷移指一種學(xué)習(xí)對另一種學(xué)習(xí)的影響,學(xué)生在學(xué)校中所學(xué)的知識能靈活的運用到其他情境中是學(xué)生具備遷移能力的表現(xiàn)。隨著社會逐漸的發(fā)展,整個社會上的知識量越來越多,依靠一個人的能力窮其一生也無法將現(xiàn)有的知識全部納入到個人的頭腦中,即使拋開個人對社會上所有知識量的收納不談,單就某一領(lǐng)域而言,一個人想要全部掌握該領(lǐng)域的知識,也是不可能的。在這種情況下培養(yǎng)學(xué)生的遷移能力,使學(xué)生能夠?qū)⒃趯W(xué)校中學(xué)習(xí)到的有限的知識運用到進(jìn)一步的學(xué)習(xí)中或者工作生活中就顯得尤為重要了。同樣,在物理實驗教學(xué)中,學(xué)生記住所有的物理實驗設(shè)計是不可能也是沒有必要的,學(xué)生需要在最基本的物理原理的基礎(chǔ)上,舉一反三,將之運用于更加復(fù)雜的物理情境中,設(shè)計出誤差更小,缺點更少的實驗來驗證相關(guān)的物理定律或分析相關(guān)的物理現(xiàn)象。本文在分析現(xiàn)有研究結(jié)果的基礎(chǔ)上,以不脫離具體學(xué)科的方式來培養(yǎng)學(xué)生的遷移能力。本研究的研究過程如下:第一,采用內(nèi)容分析的方法對現(xiàn)有遷移能力培養(yǎng)的研究結(jié)果進(jìn)行分析,得出現(xiàn)有研究的不足——培養(yǎng)與評估的分離——導(dǎo)致以一個終結(jié)性的成績表現(xiàn)來表明對策的有效性。第二,在遷移學(xué)習(xí)理論的基礎(chǔ)上分析了在物理實驗教學(xué)可以培養(yǎng)學(xué)生遷移能力的原因。第三,確定培養(yǎng)模型。選擇動態(tài)評估模型作為在物理實驗教學(xué)中培養(yǎng)學(xué)生遷移能力的模型。分析了動態(tài)評估的作用機制,能夠培養(yǎng)學(xué)生的遷移能力的原因,以及結(jié)合物理實驗教學(xué)的實際對動態(tài)評估模型中的一種——漸進(jìn)提示測量模型——進(jìn)行恰當(dāng)?shù)男拚员阍谖锢韺嶒灲虒W(xué)中實施。第四,以研究現(xiàn)狀以及理論基礎(chǔ)為依據(jù)結(jié)合動態(tài)評估的內(nèi)容確定本研究設(shè)計實施的原則以及研究材料的選擇。第五,選擇恰當(dāng)?shù)难芯繀⑴c者(被試),來參與研究,并最終將試驗結(jié)果進(jìn)行量化,對量化的結(jié)果進(jìn)行分析。同時對學(xué)生遷移能力的大小是否發(fā)生變化做出判斷。第六,指出在本次研究中還存在的不足,對未來的研究提出展望。經(jīng)過本研究過程,可得出以下結(jié)論,在物理實驗教學(xué)中利用動態(tài)評估的手段培養(yǎng)學(xué)生的遷移能力是完全可行的,經(jīng)過本研究過程學(xué)生在測試題二中經(jīng)過中介支持完成任務(wù)之后,在測試題三中的表現(xiàn)普遍好于在測試題二中的表現(xiàn)。提示的總量有所下降,提示的級別有所降低。這足以說明學(xué)生的遷移能力得到了提高。
[Abstract]:According to the definition of educational psychology, transfer refers to the influence of one kind of learning on another kind of learning. The students can flexibly apply the knowledge they have learned in school to other situations, which shows that the students have the ability to transfer. With the gradual development of society, the whole society has more and more knowledge. Depending on the ability of one person, he is unable to bring all the existing knowledge into the individual's mind in his whole life. It is impossible for a person to master all the knowledge in a given field, even if he does not talk about the inclusion of all the knowledge in the society. In this case, it is very important to cultivate the students' transfer ability so that they can apply the limited knowledge they have learned in school to further study or work life. Similarly, in the teaching of physics experiments, it is impossible and unnecessary for students to remember that all physical experiments are designed, and students need to apply them to more complex physical situations on the basis of the most basic principles of physics. Experiments with smaller errors and fewer shortcomings are designed to verify the relevant laws of physics or analyze related physical phenomena. On the basis of analyzing the existing research results, this paper develops the students' transfer ability in the way of not being separated from specific subjects. The research process of this study is as follows: first, the content analysis method is used to analyze the current research results of migration ability cultivation. A lack of research-the separation of cultivation and evaluation-led to a summative performance to demonstrate the effectiveness of the response. Secondly, on the basis of transfer learning theory, this paper analyzes the reasons why students' transfer ability can be cultivated in physics experiment teaching. Third, determine the training model. The dynamic evaluation model is chosen as the model of cultivating students' transfer ability in physics experiment teaching. This paper analyzes the mechanism of dynamic evaluation and the reasons why students' transfer ability can be cultivated. Combined with the practice of physics experiment teaching, a kind of dynamic evaluation model, the progressive hint measurement model, is modified properly in order to carry out it in physics experiment teaching. Fourthly, based on the research status and the theoretical basis, the principles of the design and implementation of this study and the selection of the research materials are determined based on the content of dynamic evaluation. Fifth, choose the appropriate participants to participate in the study, and finally quantify the results of the experiment, and analyze the quantitative results. At the same time, we judge whether the students' transfer ability changes. Sixth, points out the deficiency in this research, and puts forward the prospect to the future research. Through this research process, we can draw the following conclusion: it is feasible to cultivate students' transfer ability by means of dynamic evaluation in physics experiment teaching. The performance in question 3 is generally better than that in question 2. The total number of cues has decreased and the level of cues has been reduced. This is enough to show that students' ability to transfer has been improved.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.7
，
本文編號：2418067
[Abstract]:According to the definition of educational psychology, transfer refers to the influence of one kind of learning on another kind of learning. The students can flexibly apply the knowledge they have learned in school to other situations, which shows that the students have the ability to transfer. With the gradual development of society, the whole society has more and more knowledge. Depending on the ability of one person, he is unable to bring all the existing knowledge into the individual's mind in his whole life. It is impossible for a person to master all the knowledge in a given field, even if he does not talk about the inclusion of all the knowledge in the society. In this case, it is very important to cultivate the students' transfer ability so that they can apply the limited knowledge they have learned in school to further study or work life. Similarly, in the teaching of physics experiments, it is impossible and unnecessary for students to remember that all physical experiments are designed, and students need to apply them to more complex physical situations on the basis of the most basic principles of physics. Experiments with smaller errors and fewer shortcomings are designed to verify the relevant laws of physics or analyze related physical phenomena. On the basis of analyzing the existing research results, this paper develops the students' transfer ability in the way of not being separated from specific subjects. The research process of this study is as follows: first, the content analysis method is used to analyze the current research results of migration ability cultivation. A lack of research-the separation of cultivation and evaluation-led to a summative performance to demonstrate the effectiveness of the response. Secondly, on the basis of transfer learning theory, this paper analyzes the reasons why students' transfer ability can be cultivated in physics experiment teaching. Third, determine the training model. The dynamic evaluation model is chosen as the model of cultivating students' transfer ability in physics experiment teaching. This paper analyzes the mechanism of dynamic evaluation and the reasons why students' transfer ability can be cultivated. Combined with the practice of physics experiment teaching, a kind of dynamic evaluation model, the progressive hint measurement model, is modified properly in order to carry out it in physics experiment teaching. Fourthly, based on the research status and the theoretical basis, the principles of the design and implementation of this study and the selection of the research materials are determined based on the content of dynamic evaluation. Fifth, choose the appropriate participants to participate in the study, and finally quantify the results of the experiment, and analyze the quantitative results. At the same time, we judge whether the students' transfer ability changes. Sixth, points out the deficiency in this research, and puts forward the prospect to the future research. Through this research process, we can draw the following conclusion: it is feasible to cultivate students' transfer ability by means of dynamic evaluation in physics experiment teaching. The performance in question 3 is generally better than that in question 2. The total number of cues has decreased and the level of cues has been reduced. This is enough to show that students' ability to transfer has been improved.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.7
，
本文編號：2418067
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