本文選題：初中物理教學 + 任務驅動�。� 參考：《蘇州大學》2016年碩士論文

【摘要】：新課程改革強調以學生為本,課堂教學要以學生為中心,努力轉變教學方式,培養(yǎng)學生合作學習和探究學習的能力。本文依據(jù)有關教學理論,并結合初中物理教學實踐,就學生的自主、合作、探究學習的教學模式進行探討,構建適應初中物理學習的“學習共同體”的學習模式。它以學生為中心,教師為主導,通過合作的形式,師生共同構建“學習共同體”,注重對學生合作學習的指導,強化學生合作學習能力培養(yǎng),全面提高學生初中物理學習效率。本文結合初中物理教學實踐,詳細地闡述了初中物理學習共同體構建的理論基礎、構建的必要性,以及構建原則。并結合物理教學實踐詳細論述了構建學習共同體的四個環(huán)節(jié)。其中分別對以學習共同體的形式開展預習任務、實驗探究任務、習題課、課后拓展任務、綜合實踐任務進行了詳細論述,針對不同的教學目標提供多種任務活動的模式,希望為學習共同體的學習模式提供具體的參考。最后通過實驗來對任務驅動型的初中物理學習共同體進行了實證研究,一定程度上驗證了它的有效性。物理學習共同體中教師與學生在共同體的各環(huán)節(jié)中的地位與作用,在課堂教學中,通過啟發(fā)、引導和激勵學生內在的學習共享愿景,不斷完善共同體的設計與實施,創(chuàng)設和生成和諧、寬松和民主的教學環(huán)境,使學習團體之間相互依存、相互融合,從而構建學習共同體,提高學習效率。多年的教學實踐研究表明,初中物理教學中運用學習共同體這一教學模式不僅能夠使初中物理教學達到更佳的教學效果,而且還進一步轉變了教師教學觀念和學生學習方式,重視教師教學過程和學生學習過程與方法的經歷,培養(yǎng)了師生共同學習、共同探究的能力和問題解決的能力,從而促進師生共同成長。
[Abstract]:The new curriculum reform emphasizes student-oriented, student-centered classroom teaching, try to change the teaching method, and cultivate students' ability of cooperative learning and inquiry learning. Based on the relevant teaching theory and the practice of physics teaching in junior high school, this paper probes into the teaching mode of students' autonomy, cooperation and inquiry learning, and constructs a learning model of "learning community" suitable for junior middle school physics learning. It is student-centered, teacher-led, through the form of cooperation, teachers and students jointly build "learning community", pay attention to the guidance of cooperative learning of students, strengthen the cultivation of students' cooperative learning ability, and improve the efficiency of students' physics learning in junior high school. Based on the teaching practice of junior high school physics, this paper expounds in detail the theoretical basis, necessity and principle of constructing the learning community of physics in junior high school. Combined with the physics teaching practice, this paper discusses in detail the four links of constructing the learning community. Among them, it discusses in detail the form of learning community to carry out prestudy task, experimental inquiry task, exercise class, extension task after class, comprehensive practice task, and provides a variety of task activity modes for different teaching objectives. Hope to provide specific reference for the learning model of learning community. Finally, an empirical study on the task-driven junior middle school physics learning community is carried out, which verifies its effectiveness to some extent. The position and role of teachers and students in each link of the community in the physics learning community. In classroom teaching, through enlightening, guiding and encouraging students to share their vision of learning, the design and implementation of the community are constantly improved. Creating and creating a harmonious, relaxed and democratic teaching environment, making learning groups interdependent and integrated, so as to build a learning community and improve learning efficiency. Many years of teaching practice research shows that the use of learning community in junior middle school physics teaching can not only make the junior middle school physics teaching achieve better teaching effect, but also further change the teachers' teaching concept and the students' learning mode. By attaching importance to the teaching process of teachers and the experience of students' learning process and methods, the ability of teachers and students to learn together, to explore together and to solve problems has been cultivated, thus promoting the common growth of teachers and students.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7

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