本文關(guān)鍵詞：物理體感實(shí)驗(yàn)對(duì)促進(jìn)視力障礙學(xué)生學(xué)習(xí)物理的實(shí)踐研究　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

  更多相關(guān)文章： 初中物理 物理體感實(shí)驗(yàn) 視力障礙學(xué)生 實(shí)踐研究

【摘要】：目前我國(guó)教育水平不斷提高,教育制度逐步完善,但在特殊教育方面的研究起步較晚,作為特殊教育主體之一的視障學(xué)生的物理教學(xué)更是少有學(xué)者研究。新課程改革的教育理念很早就應(yīng)用在普通學(xué)校的教學(xué)過程中,但視障學(xué)生的物理教學(xué)研究到目前還沒有形成完整的理論體系,因此,開展對(duì)視障學(xué)生物理教學(xué)的實(shí)踐研究更具有現(xiàn)實(shí)意義。眾所周知,物理是一門實(shí)驗(yàn)學(xué)科,而由于視障學(xué)生生理上的特殊性,讓多數(shù)一線物理教師在對(duì)視障學(xué)生的教學(xué)過程中陷入“兩難”狀態(tài),為了更好地幫助視障學(xué)生學(xué)習(xí)物理,在此,筆者把張偉教授提出的“物理體感實(shí)驗(yàn)”引入到視障學(xué)生的物理教學(xué)中來,讓視障學(xué)生通過膚覺或肌覺來感知某一物理現(xiàn)象或者物理量的變化趨勢(shì),促進(jìn)視障學(xué)生對(duì)物理概念及規(guī)律的理解與掌握,培養(yǎng)視障學(xué)生的科學(xué)探索精神。本研究以建構(gòu)主義學(xué)習(xí)理論、多元智能理論、以及全納教育為指導(dǎo),以開展多樣化的“物理體感實(shí)驗(yàn)”教學(xué)為突破口,將“物理體感實(shí)驗(yàn)”有效的應(yīng)用到視障學(xué)生的物理教學(xué)過程中,探索和解決視障學(xué)生由于身體缺陷而引起的學(xué)習(xí)積極性不高、物理概念模糊不清等問題。本次研究把“物理體感實(shí)驗(yàn)”應(yīng)用在視障學(xué)生的物理教學(xué)過程中,并對(duì)其產(chǎn)生的教學(xué)功能進(jìn)行探討,依據(jù)視障學(xué)生的身心特點(diǎn)概括總結(jié)出針對(duì)視障學(xué)生的“物理體感實(shí)驗(yàn)”的方案設(shè)計(jì)原則,并設(shè)計(jì)了“視障生物理體感實(shí)驗(yàn)”教學(xué)案例,同時(shí)開展了實(shí)踐研究,在研究過程中不斷開發(fā)并改進(jìn)教學(xué)過程。筆者選擇呼和浩特市的一所特殊教育學(xué)校的視障班作為研究對(duì)象,研究對(duì)象僅有10人,這十人中又分為兩種類型,7人全盲,沒有感光性,3人是低視力障礙,有些許感光性。為了更有效的進(jìn)行相關(guān)研究,筆者對(duì)本班的10位視障學(xué)生通過調(diào)查問卷、訪談、考試成績(jī)縱向?qū)Ρ鹊姆绞竭M(jìn)行考察、研究,主要看其對(duì)物理學(xué)習(xí)的興趣、物理概念掌握的準(zhǔn)確度以及動(dòng)手實(shí)驗(yàn)探究能力等方面是否發(fā)生顯著變化。實(shí)踐研究表明,通過對(duì)視障學(xué)生開展“物理體感實(shí)驗(yàn)”教學(xué),視障學(xué)生在知識(shí)的理解與掌握、探究過程的體驗(yàn)與感受和積極情感方面都有顯著效果�！拔锢眢w感實(shí)驗(yàn)”不僅可以調(diào)動(dòng)視障學(xué)生學(xué)習(xí)物理的積極性,幫助視障學(xué)生對(duì)物理現(xiàn)象和變化的理解,還可以提高學(xué)生應(yīng)用所學(xué)知識(shí)解決生活現(xiàn)象的能力,因此把“物理體感實(shí)驗(yàn)”應(yīng)用在視障學(xué)生的教學(xué)實(shí)踐中是有效、可行的。本次研究可為視力障礙學(xué)生的物理教學(xué)和學(xué)習(xí)提供參考依據(jù)。筆者通過對(duì)視力障礙學(xué)生教學(xué)實(shí)踐研究的反思,認(rèn)為本研究還存在許多不足之處,在論文的最后提出了幾點(diǎn)建議和進(jìn)一步完善研究的設(shè)想。
[Abstract]:At present, the level of education in our country is constantly improving, and the educational system is gradually improved, but the research on special education started late. As one of the subjects of special education, the physics teaching of visually impaired students is seldom studied by scholars. The educational concept of the new curriculum reform has been applied in the teaching process of ordinary schools for a long time. However, the research on physics teaching of visually impaired students has not yet formed a complete theoretical system. Therefore, it is of practical significance to carry out practical research on physics teaching for visually impaired students. As we all know, physics is an experimental subject. Because of the physiological particularity of the visually impaired students, most first-line physics teachers are in a dilemma in the teaching process of the visually impaired students. In order to better help the visually impaired students to study physics, here. The author introduces the experiment of physical somatosensory put forward by Professor Zhang Wei into the physics teaching of visually impaired students, so that the visually impaired students can perceive a certain physical phenomenon or the change trend of physical quantity through skin or muscle perception. This study is guided by constructivist learning theory, multiple intelligences theory and inclusive education. In order to carry out a variety of "physical sense experiment" teaching as a breakthrough, the "physical sense experiment" is effectively applied to the physical teaching process of visually impaired students. Exploring and solving the problems of students with visual impairment caused by the lack of enthusiasm for learning physical concepts vague. This study applied "physical sense experiment" in the process of physics teaching of visually impaired students. The teaching function is discussed, and the design principle of "physical sense experiment" for visually impaired students is summarized according to the physical and mental characteristics of visually impaired students. At the same time, the author designed a teaching case of "physical sense experiment of visually impaired students", and carried out practical research at the same time. In the course of the research, we develop and improve the teaching process. The author chooses the visually impaired class of a special education school in Hohhot city as the research object. The research object is only 10 people, and the ten students are divided into two types. 7 cases were totally blind, 3 cases without photosensitive disorder were low vision disorder, some light sensitivity. In order to carry on the related research more effectively, the author conducted questionnaire and interview to 10 visually impaired students in this class. The way of longitudinal contrast of test scores is to investigate and study, mainly to see its interest in physics learning. Whether or not the accuracy of grasping physical concepts and the ability of hands-on experiment exploration have changed significantly. The practical research shows that the teaching of "physical sense experiment" is carried out for visually impaired students. Students with visual impairment have remarkable effects in understanding and mastering knowledge, experience and feeling in the process of inquiry and positive emotion. "physical sense experiment" can not only arouse the enthusiasm of visually impaired students in learning physics. Helping the visually impaired students to understand the physical phenomena and changes can also improve the ability of the students to use the knowledge they have learned to solve the life phenomena, so it is effective to apply the "physical understanding experiment" to the teaching practice of the visually impaired students. Feasible. This study can provide a reference for the physical teaching and learning of students with visual impairment. Through reflection on the teaching practice of the students with visual impairment, the author thinks that there are still many shortcomings in this study. At the end of the paper, several suggestions and suggestions for further improvement of the research are put forward.
【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】：2015
【分類號(hào)】：G633.7

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本文編號(hào)：1406441