本文關(guān)鍵詞：TFU教學(xué)模式在初中物理教學(xué)中的實(shí)踐　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著基礎(chǔ)教育改革的不斷推進(jìn),初中物理教育研究領(lǐng)域也不斷出現(xiàn)新的突破,取得了明顯的成就。然而基礎(chǔ)教育還受著應(yīng)試教育的影響,使得學(xué)生對待物理問題具有單一性,在學(xué)習(xí)初中物理課程的過程中解決方式機(jī)械,走進(jìn)了學(xué)習(xí)物理學(xué)科的誤區(qū)。讓原本生動有趣的物理知識變得暗淡,學(xué)生學(xué)習(xí)物理與其他學(xué)科一樣死記硬背,遇到實(shí)際問題總覺得很難很煩,提不起興趣,也缺少自主學(xué)習(xí)的能力。再加上教師在教學(xué)過程中往往過于追求考試成效與學(xué)生升學(xué)率,造成教學(xué)方式的嚴(yán)重偏差,束縛了學(xué)生學(xué)習(xí)物理的思維模式,使得初中物理教學(xué)出現(xiàn)瓶頸。可以說學(xué)生對物理概念,定理,實(shí)驗(yàn)等缺乏理解,物理教學(xué)的效果就會差強(qiáng)人意�！癟FU(Teaching For Understanding)教學(xué)模式”,即“為理解而教的教學(xué)模式”,有四個相互作用的成分:啟發(fā)性論題、理解目標(biāo)、理解活動和持續(xù)性評價。旨在促進(jìn)學(xué)生的理解,指導(dǎo)教師對課程以及教學(xué)過程進(jìn)行系統(tǒng)的設(shè)計(jì)、修正以及評價。TFU教學(xué)模式產(chǎn)生于建構(gòu)主義的教學(xué)理念,其認(rèn)為學(xué)習(xí)是通過學(xué)生持續(xù)不斷的努力并且結(jié)合實(shí)際生活中的問題而產(chǎn)生的。這對于初中物理源于生活,應(yīng)用于生活的特點(diǎn)非常吻合。要想解決實(shí)際生活中的物理問題就需要學(xué)生積極地思考探索,在理解的基礎(chǔ)上掌握新知。TFU教學(xué)模式能夠有效的幫助教師設(shè)計(jì)出可行的教學(xué)方案,使學(xué)生形成學(xué)習(xí)習(xí)慣,理解為先。初中物理涉及到的內(nèi)容普遍而又廣泛,實(shí)踐研究中的經(jīng)驗(yàn)也是對TFU教學(xué)模式的有益補(bǔ)充。本研究通過實(shí)驗(yàn)研究、問卷調(diào)查、訪談等方法來驗(yàn)證TFU教學(xué)模式運(yùn)用到初中物理教學(xué)中的可行性,及改善了課堂教學(xué),使學(xué)生積極主動思考并且響應(yīng)教學(xué)。并依據(jù)課程標(biāo)準(zhǔn)和物理學(xué)科的特點(diǎn),歸納總結(jié)出TFU教學(xué)模式的實(shí)施方案。筆者按照TFU教學(xué)模式對人民教育出版社的初中物理教材中的部分內(nèi)容進(jìn)行了教學(xué)設(shè)計(jì)。為了使TFU教學(xué)模式在初中物理教學(xué)體現(xiàn)實(shí)踐性和可操作性,筆者在烏蘭浩特市第七中學(xué)進(jìn)行了長期的物理教學(xué)實(shí)踐。通過對此期間二個平行班級考試成績和問卷調(diào)查進(jìn)行了多因素的分析,檢驗(yàn)TFU教學(xué)模式在初中物理教學(xué)的實(shí)施效果。通過對TFU教學(xué)模式應(yīng)用于初中物理教學(xué)實(shí)踐的實(shí)驗(yàn)結(jié)果分析,發(fā)現(xiàn)TFU教學(xué)模式使得學(xué)生成為初中物理課堂的主人翁,有助于提高物理教學(xué)質(zhì)量;TFU教學(xué)模式適應(yīng)于新課標(biāo)對初中物理課堂的教學(xué)要求,學(xué)生形成整體的物理學(xué)科知識體系,整體把握物理的基本內(nèi)容,從而提高物理成績。同時,筆者也發(fā)現(xiàn)了需要進(jìn)一步解決的問題,為以后的教學(xué)研究工作提供了一些借鑒。
[Abstract]:With the continuous promotion of basic education reform, new breakthroughs have appeared in the research field of junior high school physics education, and remarkable achievements have been achieved. However, basic education is also influenced by exam oriented education, which makes students have a single problem in physics. Let the original interesting and interesting physical knowledge become dim. Students learn physics like other disciplines, rote learning, and encounter practical problems. They always find it hard to get bored, unable to interest and lack the ability to learn autonomously. In addition, teachers often pursue test results and students' enrollment rate in teaching process, resulting in a serious deviation of teaching methods, which fetters students' thinking mode of physics learning, which leads to bottlenecks in Physics Teaching in junior middle schools. It can be said that students lack understanding of physical concepts, theorems, experiments and so on, and the effect of physics teaching will be poor. The teaching mode of TFU (Teaching For Understanding), namely teaching mode for understanding, has four interacting components: inspiring topic, understanding goal, understanding activity and continuous evaluation. The aim is to promote the understanding of the students and to guide the teachers to systematically design, modify and evaluate the course and the teaching process. TFU teaching mode arises from constructivist teaching idea. It believes that learning is generated through continuous efforts of students and combined with problems in real life. This is very consistent with the characteristics of junior high school physics, which is used in life. In order to solve the physical problems in real life, it is necessary for students to think and explore actively and grasp new knowledge on the basis of understanding. TFU teaching model can effectively help teachers design a feasible teaching plan, make students form learning habits, understand the first. The contents of junior high school physics are universal and extensive, and the experience in the practice research is also a useful supplement to the TFU teaching model. This study verified the feasibility of applying TFU teaching mode to physics teaching in junior middle school through experiments, questionnaires and interviews, and improved classroom teaching, enabling students to think positively and respond to teaching. According to the curriculum standards and the characteristics of the physics, the implementation of the TFU teaching model is summed up. In accordance with the TFU teaching model, the author has designed some teaching materials in the physics teaching materials of the people's education press. In order to reflect the practicality and maneuverability of TFU teaching mode in junior middle school physics teaching, I carried out long-term physics teaching practice in Ulanhot seventh middle school. Through the analysis of two parallel class examination results and questionnaires, this paper examines the implementation effect of TFU teaching mode in junior middle school physics teaching. Based on the TFU teaching mode in junior high school physics teaching practice and the analysis of experimental results showed that TFU teaching mode makes students become the junior middle school physics class master, help to improve the quality of physics teaching; TFU teaching mode to adapt to the new curriculum of junior middle school physics classroom teaching for students to form physics knowledge system of the whole, overall to grasp the basic content of physics, so as to improve the physical performance. At the same time, I also found the need to further solve the problem, for the future of the teaching and research work to provide some reference.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7

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本文編號：1341992