发现式探究在中学物理教学中的应用
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摘要
随着教育教学改革的不断深入,发现式探究学习日渐得到广大教育教学工作者的青睐。我国2003年颁布的《普通高中物理课程标准(实验)》[1]中指出了课程基本理念,在课程实施上“应促进学生自主学习,让学生积极参与、乐于探究、勇于实验、勤于思考。通过多样化的教学方式,帮助学生学习物理知识与技能,培养其科学探究能力,使其逐步形成科学态度与科学精神。”物理学作为一门基础自然科学,发现式探究学习是必不可少的教学方法之一。要取得教学和教育上的成功,教学就必须既符合人类认识的规律性,又符合教学的规律性,使教学方法建立在现代科学和实验的基础之上。发现式探究学习既有悠久的理论基础,又有现代社会提倡的素质教育的强大支持,从前人的理论研究中汲取精华,结合当前的物理教学,形成适合自己学生的一套学习理论,并将之推荐给其他物理教师。在教学中应用发现式探究方法对物理课程进行尝试,并进行科学的评价,促进学生综合素质的提高,为研究提供真实有力的实践证据。进而从实际出发,采用文献综述法、问卷调查法、对比实验法等,在实验班中验证发现式探究方法的有效度,从而总结出有效的发现式探究方式;对自己实践中出现的问题进行剖析,归纳总结发现式探究中易出现的问题,为其他的相关研究提供有益的帮助;总结教师在发现式探究中的作用,针对目前对教师的新课程培训提出建议,促进教师的综合素质的提高。
With the development of the educational reform, problem-based learning is gradually popular among the educational staff. The Ordinary High School Physics Course Standard has put forward the basic idea that teachers should set the inspiration on the students for the learning, to motivate them to take active part in the participation, research, and experiment in the physics. Methods to be richer for teaching do favor to the students to learn physical knowledge and skill, to absorb them into researching with the scientific attitude and spirit. As a basic course, problem-based learning is necessary in class. In order to improve your education, methods should ensure the realization of the target language and accord with the regular teaching to base the teaching skills upon the modern science and experiment. The problem-based learning is used in the class, and valued by them, which could set the true foundation into the reaching to improve the students’comprehensive quality. Based on the facts. By the method of the reviews, questionnaire and paralleled-experiments, the effectiveness of all ways is tested in experimental classes, which could draw the most effective one. We should analyze problem and summarize them, then give some tips to some other correlated research. Knowing the importance as guidance and aiming at obtaining some advice on the teachers’new course training, the comprehensive quality will be improved.
With the development of the educational reform, problem-based learning is gradually popular among the educational staff. The Ordinary High School Physics Course Standard has put forward the basic idea that teachers should set the inspiration on the students for the learning, to motivate them to take active part in the participation, research, and experiment in the physics. Methods to be richer for teaching do favor to the students to learn physical knowledge and skill, to absorb them into researching with the scientific attitude and spirit. As a basic course, problem-based learning is necessary in class. In order to improve your education, methods should ensure the realization of the target language and accord with the regular teaching to base the teaching skills upon the modern science and experiment. The problem-based learning is used in the class, and valued by them, which could set the true foundation into the reaching to improve the students’comprehensive quality. Based on the facts. By the method of the reviews, questionnaire and paralleled-experiments, the effectiveness of all ways is tested in experimental classes, which could draw the most effective one. We should analyze problem and summarize them, then give some tips to some other correlated research. Knowing the importance as guidance and aiming at obtaining some advice on the teachers’new course training, the comprehensive quality will be improved.
引文
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[22] 梅少华.学习新课程优化课堂教学[J].物理教学,2005,5.
[23] 李友兴.高中物理探究学习教学内容的选择与设计[J].物理教师,2007,10:12-14
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[25] 全日制普通高级中学物理教学大纲[M].北京:人民教育出版社,2003.
[26] 乔际平、苏明义、杨宝山,等.基础教育现代化教学基本功丛书·物理卷[M].北京:首都师范大学出版社,1997.
[27] 周济源.周济源导学高中物理[M].北京:教育科学出版社,1999,5.
[28] 余凯,徐辉.后现代主义与当代教育思潮引论[M].比较教育研究,1997,6.
[29] 陈明全.新课程理念下,中学物理课堂教学的“三个开放”[J].物理教学探讨,2005,1.
[30] 冯伟.试析高中物理新课程标准中的科学探究[N].成都教育学院学报,2005,6.
[31] 叶弘媚.新课程背景下物理探究教学的思考[J].物理教学探讨,2006,3.
[32] 司有和. 杰出中学生的十四种能力[M]. 北京:中国对外翻译出版公司,2003,8.
[33]Bruner, J. (1994). Four ways to make a meaning. Invited Address in 1994 AERA Conference. New Orleans.
[34] Dembo, M. H. (1994) Applying educational psychology (5th Ed). New York: LongmanPublishing Group.
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[36] Slavin, R. E. (1994). Educational psychology: Theory and Practice (4th Ed). Boston: Allyn and Bacon.
[37] Woolfolk, A. E (1990). Educational psychology. (4th). Englewood Cliffd, New Jersey: Prentice Hall.
[2] 陈琦,刘儒德.当代教育心理学[M]. 北京:北京师范大学出版社,2005.
[3] 陈志伟,贾秀英.中学科学教育[M].杭州,浙江大学出版社,2001,4,57.
[4] 顾明远,孟繁华.国际教育新理念[M].海口:海南出版社,2006,3.
[5] 陈旭远.课程与教学论[M].长春:东北师大出版社,2002,8.
[6] 何克抗.建构主义——革新传统教学的理论基础[J].科学课,2003,12.
[7] 孟庆男.对接受式学习与发现式学习的比较分析[J].中国教育学刊,2003,2.
[8] 于光远,师小伶.试论教学中的接受式学习与发现式学习[J].航海教育研究,2000,1: 45-47
[9] 王锋.发现式学习研究及 CAI 课件的实现[D].[硕士学位论文].华中师范大学,2000.
[10] 曾志旺.探究性学习在中学物理教学中的应用[J]学科教育,2001,9:22.
[11] 南冲.中学物理教学研究[M].北京:海潮出版社, 1993.
[12] 许建华.关于研究性学习若干问题的思考[N].中国教育报,2004,9:27.
[13] 杨学礼主编.物理学科教育学[M].北京:首都师范大学出版社,2000,1.
[14] 教育部师范教育司编写.中学教师物理教育研究方法[M].北京:教育科学出版社,1999,9.
[15] 潘美意.利用远程教学平台开展发现式探究学习的研究与实践[N].广西广播电视大学学报,2005,4.
[16] 孟昭辉,云云.物理学习困难的认知因素分析[J].课程 教材 教法,2003,8.
[17] 张民生.中学物理教育学[M].上海:上海教育出版社, 1999.
[18] 王坦.现代教育改革的特点和发展趋势[J].教育研究,1997,9.
[19] 申小兵. 发现式学习中的教师角色如何定位[J].校长阅刊,2006,11.
[20] 许国梁.中学物理教学法[M].北京:高等教育出版社, 1996.
[21] 陈乃林,经贵宝.终身教育略论[J].教育研究,1997,1.
[22] 梅少华.学习新课程优化课堂教学[J].物理教学,2005,5.
[23] 李友兴.高中物理探究学习教学内容的选择与设计[J].物理教师,2007,10:12-14
[24] 邢洪明.贯彻新课程理念,渗透科学方法教育[J].物理教师,2006,6.
[25] 全日制普通高级中学物理教学大纲[M].北京:人民教育出版社,2003.
[26] 乔际平、苏明义、杨宝山,等.基础教育现代化教学基本功丛书·物理卷[M].北京:首都师范大学出版社,1997.
[27] 周济源.周济源导学高中物理[M].北京:教育科学出版社,1999,5.
[28] 余凯,徐辉.后现代主义与当代教育思潮引论[M].比较教育研究,1997,6.
[29] 陈明全.新课程理念下,中学物理课堂教学的“三个开放”[J].物理教学探讨,2005,1.
[30] 冯伟.试析高中物理新课程标准中的科学探究[N].成都教育学院学报,2005,6.
[31] 叶弘媚.新课程背景下物理探究教学的思考[J].物理教学探讨,2006,3.
[32] 司有和. 杰出中学生的十四种能力[M]. 北京:中国对外翻译出版公司,2003,8.
[33]Bruner, J. (1994). Four ways to make a meaning. Invited Address in 1994 AERA Conference. New Orleans.
[34] Dembo, M. H. (1994) Applying educational psychology (5th Ed). New York: LongmanPublishing Group.
[35] Flavell, J. H. (1976). Metacognitive aspects of problem solving . In: Resnick, L. (ed.) The nature of intelligence. Hillsdale, HJ: Erlbaum.
[36] Slavin, R. E. (1994). Educational psychology: Theory and Practice (4th Ed). Boston: Allyn and Bacon.
[37] Woolfolk, A. E (1990). Educational psychology. (4th). Englewood Cliffd, New Jersey: Prentice Hall.