本文選題：初中物理 + 課堂教學(xué)�。� 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：初中學(xué)生的抽象思維水平相對較低,習(xí)慣利用生活經(jīng)驗主觀地對事物做出判斷,缺乏邏輯推理的能力。而物理知識的學(xué)習(xí),往往需要學(xué)生進行科學(xué)地推理。所以,培養(yǎng)學(xué)生的物理思維能力是學(xué)好物理的關(guān)鍵。論文是以初中物理課堂教學(xué)為案例,運用了問卷調(diào)查、課堂觀察、談話和文獻法,對筆者所帶班級近一年的物理課堂教學(xué)進行實踐研究。發(fā)現(xiàn),教學(xué)方式多樣化更適合初中物理課堂教學(xué)。在初中物理課堂教學(xué)過程中,教師應(yīng)幫助學(xué)生在知識形成的思維過程中清除障礙,理順?biāo)悸?采用“思路教學(xué)”。要有效地引導(dǎo)學(xué)生的思維過程,采用“問題教學(xué)”。為了讓學(xué)生的思路清晰,采用“思維可視化”。在課堂教學(xué)的組織形式上,根據(jù)初中生的認知能力,對不同的教學(xué)內(nèi)容采用不同的教學(xué)形式。如講授、實驗、科學(xué)探究、討論、習(xí)題、自主學(xué)習(xí)等。在課堂教學(xué)中,并非一種教學(xué)形式單獨使用,往往是本著以學(xué)生為主體的教學(xué)原則,采用多種教學(xué)形式相結(jié)合。在學(xué)習(xí)過程中,根據(jù)所學(xué)知識內(nèi)容,采用科學(xué)的學(xué)習(xí)方法,如控制變量法、轉(zhuǎn)換法、觀察比較法、類比法、等效替代法、理想模型法、科學(xué)推理法、圖象法、放大法等。通過對課堂教學(xué)過程的觀察發(fā)現(xiàn),教學(xué)方式多樣化在初中物理課堂教學(xué)中的實施,改善了物理課堂教學(xué)環(huán)境,讓學(xué)生主動的參與課堂教學(xué)活動,培養(yǎng)了學(xué)生學(xué)習(xí)物理的興趣,大大提高了物理課堂教學(xué)質(zhì)量,增強了學(xué)生的學(xué)習(xí)能力。同時也促進了教師的專業(yè)發(fā)展。通過學(xué)生成績的對比分析,說明教學(xué)方式多樣化在初中物理課堂教學(xué)中的效果明顯,值得廣大初中物理教師借鑒。教學(xué)方式多樣化在初中物理課堂教學(xué)中的實踐,是一個長期的發(fā)展過程,還需要不斷地研究、實踐、改進。
[Abstract]:The abstract thinking level of junior middle school students is relatively low and they are accustomed to making subjective judgment on things by using life experience and lack the ability of logical reasoning. However, the study of physics knowledge often requires students to infer scientifically. Therefore, cultivating students' ability of thinking in physics is the key to learning physics well. This paper takes the physics classroom teaching in junior high school as a case study, using questionnaire survey, classroom observation, conversation and literature method, to carry on the practical research on the physics classroom teaching of the author's class for nearly one year. It is found that the variety of teaching methods is more suitable for junior high school physics classroom teaching. In the middle school physics classroom teaching process, the teacher should help the student to clear the barrier in the knowledge formation thought process, straightens out the thought, adopts "the thought teaching". In order to guide the students' thinking process effectively, the problem teaching should be adopted. In order to make the students' thinking clear, we adopt "thinking visualization". According to the cognitive ability of junior high school students, different teaching forms are adopted for different teaching contents. Such as lectures, experiments, scientific inquiry, discussion, exercises, autonomous learning, and so on. In classroom teaching, it is not a single teaching form, but is often combined with a variety of teaching forms based on the principle of taking students as the main body. In the process of learning, scientific learning methods, such as control variable method, conversion method, observation and comparison method, analogy method, equivalent substitution method, ideal model method, scientific reasoning method, image method, magnification method and so on, are adopted according to the contents of the knowledge learned. Through the observation of the classroom teaching process, it is found that the implementation of various teaching methods in the physics classroom teaching in junior high school improves the physics classroom teaching environment, enables the students to participate in the classroom teaching activities actively, and cultivates the students' interest in learning physics. The quality of physics classroom teaching is greatly improved and the students' learning ability is enhanced. At the same time, it also promotes the professional development of teachers. Through the comparative analysis of students' achievements, it is shown that the diversification of teaching methods has obvious effect in junior high school physics classroom teaching, which is worthy of reference by the majority of junior high school physics teachers. The practice of diversification of teaching methods in physics classroom teaching in junior high school is a long-term development process and needs to be continuously studied, practiced and improved.
【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】：2017
【分類號】：G633.7

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