情境導學模式對初中生物理學習影響的實驗研究
發(fā)布時間：2019-06-16 13:53
【摘要】：在新一輪課程改革的推動下,教育工作者重新審視了“教”與“學”,課堂是學生的課堂教師只是一個引導者的角色。在新的教學理念下產(chǎn)生了多種教學模式,根據(jù)物理學科特點研究出的物理情境導學模式就是其中一種。該教學模式整合了情境教學中的“情境化”與學案導學模式的“學生自主閱讀獲取信息”這兩個優(yōu)點。物理情境導學模式分為引入、探索、閱讀、對話、應用這五個環(huán)節(jié),從理論上分析,可以看出該模式邏輯嚴密符合中學生的認知結(jié)構(gòu)。在該模式的指導下,本研究開展了教育實驗研究,以檢驗該模式的可行性及其對中學生的實際影響。本研究選取新鄉(xiāng)市一所普通中學八年級四個班的學生作為研究對象,實驗班和對照班人數(shù)分別為111人、110人。經(jīng)過一個學期的教育實驗,通過課堂觀察、訪談交流和問卷調(diào)查得出以下結(jié)論:(1)物理情境導學模式在初中物理教學中具有可行性;(2)學生對物理情境導學模式的認可程度很高,特別是在探索這一環(huán)節(jié)學生特別喜愛,該模式能夠有效地轉(zhuǎn)變學生的學習方式;(3)該模式對學生的物理成績有一定的影響,對學生物理知識的掌握起到了積極地促進作用;(4)實驗班學生物理學習興趣水平比對照班學生高一些,只有在實驗操作指標上存在顯著性差異,在其他指標和全量表上差異不顯著;(5)實驗班學生在物理學習幸福感各維度的得分均比對照班學生高,但只有在沉浸投入維度上存在顯著性差異,在其他維度和全量表上不存在顯著性差異;(6)實驗班學生的物理學習自我效能感水平高于對照班,只有在自我確信的維度上不存在顯著性差異,在其他維度和全量表上均存在顯著性差異。
[Abstract]:Under the impetus of the new round of curriculum reform, educators re-examine "teaching" and "learning". Classroom is a student's classroom teacher is only a guide role. Under the new teaching concept, a variety of teaching models have been produced, and the physical situational guidance model developed according to the characteristics of physics is one of them. The teaching mode integrates the advantages of "situational" and "students' independent reading and obtaining information" in situational teaching. The physical situational guidance model is divided into five links: introduction, exploration, reading, dialogue and application. From the theoretical analysis, it can be seen that the logic of the model is closely in line with the cognitive structure of middle school students. Under the guidance of this model, this study has carried out an educational experimental study to test the feasibility of the model and its actual impact on middle school students. In this study, 111 students and 110 students in the experimental class and the control class were selected as the subjects of the fourth class of the eighth grade of an ordinary middle school in Xinxiang City. After a semester of educational experiment, through classroom observation, interview and questionnaire survey, the following conclusions are drawn: (1) the physics situational guidance model is feasible in junior middle school physics teaching; (2) the students have a high degree of recognition of the physics situational guidance model, especially in exploring this link, which can effectively change the students' learning style; (3) the model has a certain influence on students' physics achievement and plays a positive role in promoting the mastery of students' physics knowledge. (4) the level of interest in physics learning of the students in the experimental class is higher than that in the control class, only there are significant differences in the experimental operation indexes, but there is no significant difference in other indicators and the whole scale; (5) the scores of each dimension of physics learning happiness in the experimental class were higher than those in the control class, but there were significant differences only in the dimension of immersion input, but there was no significant difference in other dimensions and the whole scale. (6) the self-efficacy level of physics learning in the experimental class was higher than that in the control class, but there was no significant difference in the dimension of self-confidence, but there were significant differences in other dimensions and the whole scale.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
本文編號：2500610
[Abstract]:Under the impetus of the new round of curriculum reform, educators re-examine "teaching" and "learning". Classroom is a student's classroom teacher is only a guide role. Under the new teaching concept, a variety of teaching models have been produced, and the physical situational guidance model developed according to the characteristics of physics is one of them. The teaching mode integrates the advantages of "situational" and "students' independent reading and obtaining information" in situational teaching. The physical situational guidance model is divided into five links: introduction, exploration, reading, dialogue and application. From the theoretical analysis, it can be seen that the logic of the model is closely in line with the cognitive structure of middle school students. Under the guidance of this model, this study has carried out an educational experimental study to test the feasibility of the model and its actual impact on middle school students. In this study, 111 students and 110 students in the experimental class and the control class were selected as the subjects of the fourth class of the eighth grade of an ordinary middle school in Xinxiang City. After a semester of educational experiment, through classroom observation, interview and questionnaire survey, the following conclusions are drawn: (1) the physics situational guidance model is feasible in junior middle school physics teaching; (2) the students have a high degree of recognition of the physics situational guidance model, especially in exploring this link, which can effectively change the students' learning style; (3) the model has a certain influence on students' physics achievement and plays a positive role in promoting the mastery of students' physics knowledge. (4) the level of interest in physics learning of the students in the experimental class is higher than that in the control class, only there are significant differences in the experimental operation indexes, but there is no significant difference in other indicators and the whole scale; (5) the scores of each dimension of physics learning happiness in the experimental class were higher than those in the control class, but there were significant differences only in the dimension of immersion input, but there was no significant difference in other dimensions and the whole scale. (6) the self-efficacy level of physics learning in the experimental class was higher than that in the control class, but there was no significant difference in the dimension of self-confidence, but there were significant differences in other dimensions and the whole scale.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
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