【摘要】：探究式教學(xué)是一種積極的教學(xué)方式,將探究式教學(xué)應(yīng)用于教學(xué)過程中,可以激發(fā)學(xué)生的學(xué)習(xí)興趣,尊重學(xué)生主體性的同時(shí)培養(yǎng)學(xué)生的自主學(xué)習(xí)及創(chuàng)新能力。然而,現(xiàn)今中學(xué)教學(xué)中的探究式教學(xué)大多處于有形無實(shí)的尷尬局面,使得教學(xué)效果大打折扣,甚至破壞了物理本身的嚴(yán)密性和學(xué)生的探索能力。因此,如何構(gòu)建有效的探究式教學(xué)模式和策略,成為了物理教學(xué)中亟待解決的問題。本文在分析探究式教學(xué)理論的基礎(chǔ)上,結(jié)合云南省初中物理教學(xué)的實(shí)際情況,探討了適合云南省物理教學(xué)的有效的探究式教學(xué)策略,主要工作如下:在詳細(xì)分析研究探究式教學(xué)理論的基礎(chǔ)上,充分挖掘探究式教學(xué)實(shí)施過程中的特點(diǎn)及可能存在的問題,歸納總結(jié)了探究式教學(xué)的理論及實(shí)踐特點(diǎn)�；谔骄渴浇虒W(xué)的理論及實(shí)踐特點(diǎn),結(jié)合云南省初中物理教學(xué)的實(shí)際情況,采用問卷調(diào)查和訪談兩種形式,從探究式教學(xué)的教學(xué)現(xiàn)狀及教學(xué)效果兩方面進(jìn)行了調(diào)查。調(diào)查結(jié)果顯示,教師雖然從理論上高度認(rèn)可探究式教學(xué),但卻很少將其應(yīng)用于自己的教學(xué)過程中,或者即便應(yīng)用了效果也不佳,甚至得不償失。分析其根本原因,得出探究式教學(xué)過程的有效實(shí)施與教學(xué)方法的恰當(dāng)應(yīng)用、教學(xué)過程的精心設(shè)計(jì)及學(xué)生學(xué)習(xí)情況等因素息息相關(guān)。在分析調(diào)查問卷及訪談結(jié)果的基礎(chǔ)上,以教學(xué)難點(diǎn)為例,設(shè)計(jì)了“大氣壓強(qiáng)”、“阿基米德原理”及“力臂的概念”三個(gè)探究式教學(xué)案例。在案例設(shè)計(jì)的過程中,分別就采用探究式教學(xué)法的緣由、教學(xué)設(shè)計(jì)的步驟、每一步的理論依據(jù)以及預(yù)期教學(xué)問題等方面進(jìn)行了分析、反思與總結(jié)。為檢驗(yàn)區(qū)域化的探究式教學(xué)策略的有效性,采用實(shí)驗(yàn)法的研究方法對(duì)教學(xué)效果進(jìn)行分析。首先把所設(shè)計(jì)的案例應(yīng)用于實(shí)驗(yàn)班的教學(xué),并將其教學(xué)效果從學(xué)習(xí)成績(jī)和解決問題的能力兩方面與采用常規(guī)教學(xué)法的對(duì)照班進(jìn)行比對(duì)。比對(duì)結(jié)果顯示,實(shí)驗(yàn)班的成績(jī)高于對(duì)照班7.6分,而能自行提出并解決問題的人數(shù)比對(duì)照班多30%以上,說明了探究式教學(xué)真正有效地應(yīng)用于教學(xué)過程中可以事半功倍的提升教學(xué)效果。
[Abstract]:Inquiry teaching is a kind of positive teaching method. Applying inquiry teaching in teaching process can stimulate students' interest in learning, respect students' subjectivity, and cultivate students' ability of self-study and innovation at the same time. However, most of the inquiry teaching in middle school nowadays is in an awkward situation, which makes the teaching effect be greatly reduced, and even destroys the strictness of physics itself and the students' ability to explore. Therefore, how to construct an effective inquiry teaching model and strategy has become an urgent problem to be solved in physics teaching. On the basis of analyzing the theory of inquiry teaching and combining with the actual situation of physics teaching in junior middle school of Yunnan Province, this paper probes into the effective inquiry teaching strategies suitable for physics teaching in Yunnan Province. The main work is as follows: on the basis of detailed analysis and research on the theory of inquiry teaching, the characteristics and possible problems in the implementation of inquiry teaching are fully excavated, and the theoretical and practical characteristics of inquiry teaching are summarized. Based on the theoretical and practical characteristics of inquiry teaching and combined with the actual situation of physics teaching in junior high school in Yunnan Province, this paper investigates the present teaching situation and teaching effect of inquiry teaching in two forms: questionnaire investigation and interview. The results of the investigation show that although teachers highly recognize inquiry teaching in theory, they rarely apply it to their own teaching process, or even if they use it, the results are not good, and even the gains and losses are not worth the loss. It is concluded that the effective implementation of the inquiry teaching process is closely related to the proper application of the teaching method, the careful design of the teaching process and the learning situation of the students. Based on the analysis of questionnaire and interview results, taking the teaching difficulties as an example, this paper designs three inquiry teaching cases, namely "atmosphere pressure", "Archimedes principle" and "the concept of Force arm", which include three teaching cases: "atmosphere pressure", "Archimedes principle" and "the concept of Force arm". In the process of case design, the reasons of adopting inquiry teaching method, the steps of teaching design, the theoretical basis of each step and the expected teaching problems are analyzed, reflected and summarized respectively. In order to test the effectiveness of the regionalized inquiry teaching strategy, the experimental method was used to analyze the teaching effect. At first, the designed case is applied to the teaching of the experimental class, and the teaching effect is compared with the control class using the conventional teaching method in terms of learning achievement and problem-solving ability. The results showed that the scores of the experimental class were higher than 7.6 points of the control class, and the number of people who could raise and solve the problems by themselves was more than 30% more than that of the control class. It shows that inquiry teaching can be used effectively in the teaching process to improve the teaching effect with half the effort.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張學(xué)艷;曾洲英;王紹菊;朱鏡紅;張芳芳;姚斌;;混合溶液等壓比熱容的簡(jiǎn)便測(cè)量系統(tǒng)及修正[J];大學(xué)物理實(shí)驗(yàn);2016年06期

2 王宇航;郭玉英;曾路;;在探究教學(xué)中促進(jìn)學(xué)生概念轉(zhuǎn)變[J];物理通報(bào);2006年02期

3 裴揚(yáng);武法提;;MBL支持的探究性物理實(shí)驗(yàn)活動(dòng)的研究[J];中小學(xué)信息技術(shù)教育;2006年02期

4 沈金林;中學(xué)物理探究式教學(xué)“提出問題”的探討[J];中國(guó)教育學(xué)刊;2004年11期

5 李寶銀;對(duì)初中物理探究學(xué)習(xí)的初步探究[J];太原教育學(xué)院學(xué)報(bào);2003年04期

6 沈嶸,郭玉英,曾路;在探究過程中培養(yǎng)學(xué)生的科學(xué)態(tài)度[J];學(xué)科教育;2003年12期

7 穆麗萍;新世紀(jì)物理課堂教學(xué)的質(zhì)性變革——促進(jìn)學(xué)生探究學(xué)習(xí)[J];物理教師;2003年05期

8 徐曉梅;探究教學(xué)中問題情境的創(chuàng)設(shè)途徑[J];學(xué)科教育;2002年07期

9 任長(zhǎng)松;探究式學(xué)習(xí):18條原則(下)[J];教育理論與實(shí)踐;2002年02期

10 李森,于澤元;對(duì)探究教學(xué)幾個(gè)理論問題的認(rèn)識(shí)[J];教育研究;2002年02期

相關(guān)碩士學(xué)位論文 前10條

1 白雪超;初中物理探究式教學(xué)的問題及對(duì)策研究[D];河北師范大學(xué);2014年

2 梁新穎;新課程改革下高中物理探究式教學(xué)模式的構(gòu)建[D];山東師范大學(xué);2011年

3 馬明朋;新課標(biāo)下初中物理探究式教學(xué)的研究[D];華中師范大學(xué);2006年

4 李鐘琦;物理課程與現(xiàn)代信息技術(shù)整合下的探究式教學(xué)研究[D];東北師范大學(xué);2006年

5 馮艷云;高中物理習(xí)題課探究式教學(xué)設(shè)計(jì)與實(shí)踐[D];西北師范大學(xué);2005年

6 肖軍;信息技術(shù)環(huán)境下高中物理（力學(xué)部分）探究式教學(xué)的教學(xué)策略研究[D];東北師范大學(xué);2005年

7 陸天明;中學(xué)物理探究式教學(xué)模式研究[D];南京師范大學(xué);2005年

8 范春煒;物理探究式教學(xué)中教師監(jiān)控能力結(jié)構(gòu)分析[D];東北師范大學(xué);2005年

9 陳艷;高中生建立物理模型的探究式教學(xué)實(shí)踐與研究[D];南京師范大學(xué);2004年

10 鄒俊;高中物理探究式教學(xué)的實(shí)踐與反思[D];南京師范大學(xué);2004年

，

本文編號(hào)：2444210