【摘要】：在新一輪課程改革的推動(dòng)下,教育工作者重新審視了“教”與“學(xué)”,課堂是學(xué)生的課堂教師只是一個(gè)引導(dǎo)者的角色。在新的教學(xué)理念下產(chǎn)生了多種教學(xué)模式,根據(jù)物理學(xué)科特點(diǎn)研究出的物理情境導(dǎo)學(xué)模式就是其中一種。該教學(xué)模式整合了情境教學(xué)中的“情境化”與學(xué)案導(dǎo)學(xué)模式的“學(xué)生自主閱讀獲取信息”這兩個(gè)優(yōu)點(diǎn)。物理情境導(dǎo)學(xué)模式分為引入、探索、閱讀、對(duì)話、應(yīng)用這五個(gè)環(huán)節(jié),從理論上分析,可以看出該模式邏輯嚴(yán)密符合中學(xué)生的認(rèn)知結(jié)構(gòu)。在該模式的指導(dǎo)下,本研究開(kāi)展了教育實(shí)驗(yàn)研究,以檢驗(yàn)該模式的可行性及其對(duì)中學(xué)生的實(shí)際影響。本研究選取新鄉(xiāng)市一所普通中學(xué)八年級(jí)四個(gè)班的學(xué)生作為研究對(duì)象,實(shí)驗(yàn)班和對(duì)照班人數(shù)分別為111人、110人。經(jīng)過(guò)一個(gè)學(xué)期的教育實(shí)驗(yàn),通過(guò)課堂觀察、訪談交流和問(wèn)卷調(diào)查得出以下結(jié)論:(1)物理情境導(dǎo)學(xué)模式在初中物理教學(xué)中具有可行性;(2)學(xué)生對(duì)物理情境導(dǎo)學(xué)模式的認(rèn)可程度很高,特別是在探索這一環(huán)節(jié)學(xué)生特別喜愛(ài),該模式能夠有效地轉(zhuǎn)變學(xué)生的學(xué)習(xí)方式;(3)該模式對(duì)學(xué)生的物理成績(jī)有一定的影響,對(duì)學(xué)生物理知識(shí)的掌握起到了積極地促進(jìn)作用;(4)實(shí)驗(yàn)班學(xué)生物理學(xué)習(xí)興趣水平比對(duì)照班學(xué)生高一些,只有在實(shí)驗(yàn)操作指標(biāo)上存在顯著性差異,在其他指標(biāo)和全量表上差異不顯著;(5)實(shí)驗(yàn)班學(xué)生在物理學(xué)習(xí)幸福感各維度的得分均比對(duì)照班學(xué)生高,但只有在沉浸投入維度上存在顯著性差異,在其他維度和全量表上不存在顯著性差異;(6)實(shí)驗(yàn)班學(xué)生的物理學(xué)習(xí)自我效能感水平高于對(duì)照班,只有在自我確信的維度上不存在顯著性差異,在其他維度和全量表上均存在顯著性差異。
[Abstract]:Under the impetus of the new round of curriculum reform, educators re-examine "teaching" and "learning". Classroom is a student's classroom teacher is only a guide role. Under the new teaching concept, a variety of teaching models have been produced, and the physical situational guidance model developed according to the characteristics of physics is one of them. The teaching mode integrates the advantages of "situational" and "students' independent reading and obtaining information" in situational teaching. The physical situational guidance model is divided into five links: introduction, exploration, reading, dialogue and application. From the theoretical analysis, it can be seen that the logic of the model is closely in line with the cognitive structure of middle school students. Under the guidance of this model, this study has carried out an educational experimental study to test the feasibility of the model and its actual impact on middle school students. In this study, 111 students and 110 students in the experimental class and the control class were selected as the subjects of the fourth class of the eighth grade of an ordinary middle school in Xinxiang City. After a semester of educational experiment, through classroom observation, interview and questionnaire survey, the following conclusions are drawn: (1) the physics situational guidance model is feasible in junior middle school physics teaching; (2) the students have a high degree of recognition of the physics situational guidance model, especially in exploring this link, which can effectively change the students' learning style; (3) the model has a certain influence on students' physics achievement and plays a positive role in promoting the mastery of students' physics knowledge. (4) the level of interest in physics learning of the students in the experimental class is higher than that in the control class, only there are significant differences in the experimental operation indexes, but there is no significant difference in other indicators and the whole scale; (5) the scores of each dimension of physics learning happiness in the experimental class were higher than those in the control class, but there were significant differences only in the dimension of immersion input, but there was no significant difference in other dimensions and the whole scale. (6) the self-efficacy level of physics learning in the experimental class was higher than that in the control class, but there was no significant difference in the dimension of self-confidence, but there were significant differences in other dimensions and the whole scale.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.7

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