【摘要】： 關(guān)于教師的“教”和學(xué)生“學(xué)”的問(wèn)題歷來(lái)是人們研究的熱點(diǎn),相關(guān)研究探討了培養(yǎng)學(xué)生良好學(xué)習(xí)習(xí)慣、學(xué)習(xí)態(tài)度、學(xué)習(xí)興趣、學(xué)習(xí)能力的教學(xué)策略和教學(xué)方法,但實(shí)際的情況是許多學(xué)生越學(xué)越不想學(xué)、越來(lái)越死學(xué)。至于高中物理的學(xué)習(xí)更是不少學(xué)生所厭惡的,死記硬背泛濫,學(xué)困生越來(lái)越多。 為了適應(yīng)素質(zhì)教育發(fā)展的需要,為了配合新教材、新課程標(biāo)準(zhǔn)的實(shí)施,落實(shí)學(xué)生積極有效的學(xué)習(xí),教師要轉(zhuǎn)變傳統(tǒng)的教學(xué)法,進(jìn)行課堂教學(xué)改革。傳統(tǒng)的高中物理教學(xué)法很單調(diào)和單一,為了素質(zhì)教育和高考的需要,本課題旨在對(duì)高中物理教學(xué)這一環(huán)節(jié)進(jìn)行研究,探索高效的符合實(shí)際的教學(xué)方法。 傳統(tǒng)的教學(xué)方法遇到了很多問(wèn)題,如學(xué)生總是作為知識(shí)的被動(dòng)接受者,學(xué)習(xí)興趣不濃,不能將所學(xué)內(nèi)容深入理解、鞏固與活化,不明確到底掌握了些什么,應(yīng)該掌握些什么。傳統(tǒng)的教學(xué)方法忽視學(xué)生自主探索和互動(dòng)協(xié)作學(xué)習(xí)、忽視實(shí)踐活動(dòng)、忽視在任務(wù)完成過(guò)程中對(duì)學(xué)生創(chuàng)新意識(shí)、創(chuàng)新能力的培養(yǎng)以及自主學(xué)習(xí)的習(xí)慣,針對(duì)以上問(wèn)題,筆者嘗試采用了“任務(wù)驅(qū)動(dòng)”教學(xué)法進(jìn)行實(shí)踐研究,其目的是提高教學(xué)水平、培養(yǎng)了學(xué)生解決問(wèn)題的能力和提高學(xué)習(xí)物理的興趣。 本研究?jī)?nèi)容是將高中物理的新知識(shí)隱含在一個(gè)或幾個(gè)“任務(wù)”之中,學(xué)生通過(guò)對(duì)所提的“任務(wù)”進(jìn)行分析、討論,明確它大體涉及哪些知識(shí),并找出哪些是舊知識(shí),哪些是新知識(shí),在老師的指導(dǎo)幫助下總結(jié)出解決問(wèn)題的方法,最后通過(guò)“任務(wù)”的完成而實(shí)現(xiàn)對(duì)所學(xué)知識(shí)的掌握和理解。 本研究采用了實(shí)驗(yàn)、觀察、調(diào)查等做為研究方法,把“任務(wù)驅(qū)動(dòng)”教學(xué)法作為自變量,考察它對(duì)實(shí)驗(yàn)組的影響。最終通過(guò)對(duì)比、調(diào)查得出研究結(jié)論。本研究在包頭市第七中學(xué)高二1、2班進(jìn)行了一學(xué)期的實(shí)踐研究,結(jié)果表明:采取這樣的教學(xué)法學(xué)生滿意度較高,學(xué)生能在課堂中掌握教學(xué)任務(wù),不同層次的學(xué)生在課堂上都能學(xué)有所得。任務(wù)驅(qū)動(dòng)教學(xué)法有助于提高學(xué)生的學(xué)習(xí)興趣,有利于學(xué)生能力的培養(yǎng),有利于學(xué)生對(duì)知識(shí)的理解和掌握。有助于提高教師的教學(xué)水平。
[Abstract]:The problems of teachers'"teaching" and students'"learning" have always been the hot spots of people's research. The related research has discussed the teaching strategies and teaching methods of cultivating students' good learning habits, learning attitudes, learning interests, learning abilities, and so on. But the actual situation is that many students learn more do not want to learn, more and more dead. As for the study of physics in senior high school is hated by many students, and the number of students with learning difficulties is more and more. In order to meet the needs of the development of quality education, to cooperate with the implementation of new teaching materials and new curriculum standards, to carry out active and effective learning of students, teachers should change the traditional teaching method and carry out classroom teaching reform. The traditional teaching method of physics in senior high school is very monotonous and single. In order to meet the needs of quality education and college entrance examination, this paper aims to study the teaching of physics in senior high school and to explore an efficient teaching method which accords with the reality. The traditional teaching methods have encountered many problems, such as students always as passive recipients of knowledge, learning interest is not strong, can not learn the content in-depth understanding, consolidation and activation, do not know exactly what has been mastered, what should be mastered. The traditional teaching methods ignore students' independent exploration and interactive and cooperative learning, neglect practical activities, and neglect the cultivation of students' innovative consciousness, innovative ability and self-regulated learning habits in the process of task completion, aiming at the above problems. The author tries to use the "task-driven" teaching method to carry on the practice research, its purpose is to improve the teaching level, to cultivate the students' ability to solve problems and to improve the interest in learning physics. The content of this study is to hide the new knowledge of high school physics in one or more "tasks." by analyzing the proposed "task", the students discuss what knowledge it involves in general, and find out what is the old knowledge. What is the new knowledge, with the help of the teacher to summarize the problem-solving methods, and finally through the completion of the "task" to achieve the mastery and understanding of the knowledge learned. In this study, the experiment, observation, investigation and so on were used as the research methods, and the task-driven teaching method was taken as the independent variable to investigate the influence of the task-driven teaching method on the experimental group. Finally, through the comparison, the investigation came to the conclusion of the study. This study has been carried out in Class 21 and Class 2 of No. 7 Middle School in Baotou City. The results show that the students' satisfaction with this teaching method is high and the students can master the teaching tasks in the classroom. Students at different levels can learn something in class. The task-driven teaching method is helpful to improve students' interest in learning, to cultivate students' ability and to understand and master knowledge. It is helpful to improve the teaching level of teachers.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G633.7

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本文編號(hào)：2444882