【摘要】：演示實(shí)驗(yàn)是物理課堂教學(xué)的重要環(huán)節(jié),有效的演示實(shí)驗(yàn)教學(xué)有利于學(xué)生觀察并總結(jié)物理規(guī)律,提高學(xué)生了解和探索世界的能力。然而,現(xiàn)今高中物理演示實(shí)驗(yàn)教學(xué)常常忽視了學(xué)生的觀察能力、動(dòng)手實(shí)踐能力、收集資料能力等的培養(yǎng)。因此,如何構(gòu)建有效的物理演示實(shí)驗(yàn)教學(xué)模式及策略,成為了物理實(shí)驗(yàn)教學(xué)中值得進(jìn)一步研究的課題。本文在分析建構(gòu)主義理論的基礎(chǔ)之上,結(jié)合云南省高中物理演示實(shí)驗(yàn)教學(xué)的實(shí)際情況,提出了適合云南省物理演示實(shí)驗(yàn)教學(xué)的有效教學(xué)策略,主要工作如下:通過學(xué)生問卷和教師訪談,對(duì)云南省的高中物理演示實(shí)驗(yàn)教學(xué)現(xiàn)狀進(jìn)行調(diào)查,發(fā)現(xiàn)大部分教師和學(xué)生都很重視演示實(shí)驗(yàn),普遍認(rèn)為演示實(shí)驗(yàn)是物理教學(xué)不可缺少的一部分;與此同時(shí),多數(shù)學(xué)生會(huì)預(yù)習(xí)實(shí)驗(yàn)內(nèi)容并渴望自己動(dòng)手演示實(shí)驗(yàn),但教師往往擔(dān)心課堂失控,幾乎是獨(dú)自完成所有的演示實(shí)驗(yàn),導(dǎo)致學(xué)生處于被動(dòng)學(xué)習(xí)的狀態(tài)。結(jié)合云南省高中物理演示實(shí)驗(yàn)教學(xué)的實(shí)際情況,結(jié)合建構(gòu)主義理論,提出了可以讓學(xué)生作為主角完成演示實(shí)驗(yàn)的觀點(diǎn),并從高中《物理課程標(biāo)準(zhǔn)》的目標(biāo)以及高中生的知識(shí)能力水平兩個(gè)方面分析了該觀點(diǎn)的可行性;結(jié)合云南省高中學(xué)生的認(rèn)知特點(diǎn)以及演示實(shí)驗(yàn)的難易程度,提出了自主演示實(shí)驗(yàn)策略、小組合作演示實(shí)驗(yàn)策略和師生共同完成實(shí)驗(yàn)策略;最后,以知識(shí)點(diǎn)“失重”的情境創(chuàng)設(shè)為例,從資料收集、演示實(shí)驗(yàn)的表演、展示等幾個(gè)環(huán)節(jié),對(duì)比教師和學(xué)生分別作為“表演者”的演示實(shí)驗(yàn)教學(xué)模式,從中發(fā)現(xiàn)讓學(xué)生作為主角完成演示實(shí)驗(yàn)更利于培養(yǎng)學(xué)生的動(dòng)手能力、創(chuàng)新能力以及分析解決問題的能力,有助于提高學(xué)生學(xué)習(xí)積極性,從而提高演示實(shí)驗(yàn)的教學(xué)效果�；诮�(gòu)主義學(xué)習(xí)理論和學(xué)生作為“表演者”的演示實(shí)驗(yàn)教學(xué)模式,設(shè)計(jì)了“楞次定律”、“全反射”、“幾種常見的磁場(chǎng)”三個(gè)教學(xué)案例。在案例的設(shè)計(jì)過程中,從實(shí)踐和理論兩個(gè)角度明確了學(xué)生和教師在演示實(shí)驗(yàn)前、實(shí)驗(yàn)中、實(shí)驗(yàn)后各自的任務(wù)和分工,突出了學(xué)生為知識(shí)的主動(dòng)構(gòu)建者,教師為輔助者的建構(gòu)思想。
[Abstract]:Demonstration experiment is an important link in physics classroom teaching. Effective demonstration experiment teaching is helpful for students to observe and summarize the laws of physics and improve their ability to understand and explore the world. However, the present physics demonstration experiment teaching in senior high school often neglects the cultivation of students' ability of observation, hands-on practice, data collection and so on. Therefore, how to construct effective physical demonstration experiment teaching mode and strategy has become a subject worthy of further study in physics experiment teaching. Based on the analysis of constructivism theory and the actual situation of physics demonstration experiment teaching in Yunnan senior high school, this paper puts forward an effective teaching strategy suitable for physics demonstration experiment teaching in Yunnan province. The main work is as follows: through student questionnaire and teacher interview, the present situation of physics demonstration experiment teaching in senior high school in Yunnan Province is investigated, and it is found that most teachers and students attach great importance to demonstration experiment. It is generally accepted that demonstration experiments are an integral part of physics teaching; at the same time, most students prepare for the experiment and are eager to do it themselves, but teachers tend to fear that the classroom is out of control and do almost all the demonstration experiments on their own. The result is that students are in a passive learning state. Combined with the actual situation of physics demonstration experiment teaching in senior high school in Yunnan Province and the constructivism theory, this paper puts forward the viewpoint that students can be the protagonists to complete the demonstration experiment. It also analyzes the feasibility of this viewpoint from two aspects: the goal of physics curriculum standard in senior high school and the level of knowledge ability of senior high school students, combined with the cognitive characteristics of senior high school students in Yunnan province and the difficulty degree of demonstration experiment. Put forward the strategy of self-demonstration experiment, group demonstration experiment strategy and teachers and students to complete the experiment strategy together; finally, take the "weightlessness" situation creation of knowledge point as an example, from the data collection, demonstration experiment performance, display and so on several links, Comparing with the demonstration experiment teaching mode in which teachers and students act as "performers", it is found that it is more helpful to train students' practical ability, innovation ability and ability of analyzing and solving problems by allowing students to complete demonstration experiments as protagonists. It is helpful to improve the enthusiasm of students and improve the teaching effect of demonstration experiment. Based on the constructivist learning theory and the demonstration experiment teaching model of students as "performers", three teaching cases, "Lenz law", "total reflection" and "several common magnetic fields", are designed. In the design process of the case, from the perspective of practice and theory, this paper clarifies the tasks and division of labor between students and teachers before and after the demonstration experiment, and highlights the students as the active constructors of knowledge. The construction thought of teacher as assistant.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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