【摘要】：探究式教學是一種積極的教學方式,將探究式教學應用于教學過程中,可以激發(fā)學生的學習興趣,尊重學生主體性的同時培養(yǎng)學生的自主學習及創(chuàng)新能力。然而,現(xiàn)今中學教學中的探究式教學大多處于有形無實的尷尬局面,使得教學效果大打折扣,甚至破壞了物理本身的嚴密性和學生的探索能力。因此,如何構建有效的探究式教學模式和策略,成為了物理教學中亟待解決的問題。本文在分析探究式教學理論的基礎上,結合云南省初中物理教學的實際情況,探討了適合云南省物理教學的有效的探究式教學策略,主要工作如下:在詳細分析研究探究式教學理論的基礎上,充分挖掘探究式教學實施過程中的特點及可能存在的問題,歸納總結了探究式教學的理論及實踐特點。基于探究式教學的理論及實踐特點,結合云南省初中物理教學的實際情況,采用問卷調(diào)查和訪談兩種形式,從探究式教學的教學現(xiàn)狀及教學效果兩方面進行了調(diào)查。調(diào)查結果顯示,教師雖然從理論上高度認可探究式教學,但卻很少將其應用于自己的教學過程中,或者即便應用了效果也不佳,甚至得不償失。分析其根本原因,得出探究式教學過程的有效實施與教學方法的恰當應用、教學過程的精心設計及學生學習情況等因素息息相關。在分析調(diào)查問卷及訪談結果的基礎上,以教學難點為例,設計了“大氣壓強”、“阿基米德原理”及“力臂的概念”三個探究式教學案例。在案例設計的過程中,分別就采用探究式教學法的緣由、教學設計的步驟、每一步的理論依據(jù)以及預期教學問題等方面進行了分析、反思與總結。為檢驗區(qū)域化的探究式教學策略的有效性,采用實驗法的研究方法對教學效果進行分析。首先把所設計的案例應用于實驗班的教學,并將其教學效果從學習成績和解決問題的能力兩方面與采用常規(guī)教學法的對照班進行比對。比對結果顯示,實驗班的成績高于對照班7.6分,而能自行提出并解決問題的人數(shù)比對照班多30%以上,說明了探究式教學真正有效地應用于教學過程中可以事半功倍的提升教學效果。
[Abstract]:Inquiry teaching is a kind of positive teaching method. Applying inquiry teaching in teaching process can stimulate students' interest in learning, respect students' subjectivity, and cultivate students' ability of self-study and innovation at the same time. However, most of the inquiry teaching in middle school nowadays is in an awkward situation, which makes the teaching effect be greatly reduced, and even destroys the strictness of physics itself and the students' ability to explore. Therefore, how to construct an effective inquiry teaching model and strategy has become an urgent problem to be solved in physics teaching. On the basis of analyzing the theory of inquiry teaching and combining with the actual situation of physics teaching in junior middle school of Yunnan Province, this paper probes into the effective inquiry teaching strategies suitable for physics teaching in Yunnan Province. The main work is as follows: on the basis of detailed analysis and research on the theory of inquiry teaching, the characteristics and possible problems in the implementation of inquiry teaching are fully excavated, and the theoretical and practical characteristics of inquiry teaching are summarized. Based on the theoretical and practical characteristics of inquiry teaching and combined with the actual situation of physics teaching in junior high school in Yunnan Province, this paper investigates the present teaching situation and teaching effect of inquiry teaching in two forms: questionnaire investigation and interview. The results of the investigation show that although teachers highly recognize inquiry teaching in theory, they rarely apply it to their own teaching process, or even if they use it, the results are not good, and even the gains and losses are not worth the loss. It is concluded that the effective implementation of the inquiry teaching process is closely related to the proper application of the teaching method, the careful design of the teaching process and the learning situation of the students. Based on the analysis of questionnaire and interview results, taking the teaching difficulties as an example, this paper designs three inquiry teaching cases, namely "atmosphere pressure", "Archimedes principle" and "the concept of Force arm", which include three teaching cases: "atmosphere pressure", "Archimedes principle" and "the concept of Force arm". In the process of case design, the reasons of adopting inquiry teaching method, the steps of teaching design, the theoretical basis of each step and the expected teaching problems are analyzed, reflected and summarized respectively. In order to test the effectiveness of the regionalized inquiry teaching strategy, the experimental method was used to analyze the teaching effect. At first, the designed case is applied to the teaching of the experimental class, and the teaching effect is compared with the control class using the conventional teaching method in terms of learning achievement and problem-solving ability. The results showed that the scores of the experimental class were higher than 7.6 points of the control class, and the number of people who could raise and solve the problems by themselves was more than 30% more than that of the control class. It shows that inquiry teaching can be used effectively in the teaching process to improve the teaching effect with half the effort.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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本文編號：2444210