高中物理新课程科学探究实施现状研究
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摘要
2004年秋开始的高中物理新课程实验,已从高一至高三走完一个轮回,因此有必要对高中物理新课程的实验情况进行调查研究,为其深入推进提供借鉴。
为掌握物理新课程倡导的科学探究的实施现状,本文采用了文本分析、问卷调查、访谈等研究方法,主要进行了以下三个研究:
研究一:高中物理课程标准对科学探究的要求研究。
研究二:高中物理新课程教材中科学探究呈现情况研究。
研究三:高中物理新课程实验区探究教学现状调查研究。
得到的主要结论如下:
(1)本文所分析的两版本教材均呈现了较多的探究活动,其中大部分是针对个别探究要素进行的探究,较完整的探究活动少;教材选用的探究方式多样,但以实验类和交流类探究方式为主,调查类和制作类探究方式相对较少。
(2)以课程标准明确要求的探究活动为例,本文所研究的两版本教材呈现的探究活动与课程标准要求一致性高,教材注重对探究过程进行指导。
(3)探究活动在实验区所有教学活动中所占的比重不大,72%的老师采用探究方式进行的教学活动占所有教学活动的比重不到1/3;师生开展的探究活动主要源于教材,相对于教材变动不大,课程标准明确要求的探究活动开展情况并不理想,有三个主题的开展率还未超过50%。
(4)和教材呈现情况一样,实验区开展的探究活动以部分要素的探究为主,实验类、交流类探究方式被较多的选用,调查类、制作类探究方式被较少选用。
(5)探究过程中教师对学生的指导较多,表现为探究过程中讲解比重大,过半(54%)的教师会详细指导,乃至给出具体的探究方案,学生的自主性有待提高。
The new physics curriculum reform experiment of senior school which started in the autumn of 2004, has completed a cycle from Grade One to Grade Three. It is necessary to study the implementation status quo of new physics curriculum, for promoting several advancement references.
To grasp the implementation status quo of scientific inquiry which is initiated by the new physics curriculum, this thesis uses several research methods, such as text analyses, surveys, interviews etc. And the thesis includes the following three studies:
Study one: Study on the requests about the scientific inquiry in senior physics curriculum standards.
Study two: Study on the present status of scientific inquiry in the new physics textbooks of senior physics.
Study three: Study on the implementation status quo of scientific inquiry teaching in experiment regions.
The main conclusions are as follows:
(1) Both versions of the teaching materials which are analyzed in this thesis present many scientific inquiry activities. The majority activities explore only certain individual elements of scientific inquiry, which contain little complete scientific inquiry activities; there are various inquiry ways which the teaching materials select. The primary inquiry ways are experiment and communication categories. Survey and production categories are comparatively less applied.
(2) Take the inquiry activities which the curriculum standard requests clearly as an example, in this thesis, the inquiry activities presented in the two versions of the teaching materials are consistent with the requests in curriculum standards well. The teaching materials pay great attention to the instruction of inquiry process.
(3) The proportion which inquiry activities occupied in the whole teaching activities in experimental regions is not very high. The proportion of the inquiry teaching activities which are applied by 72% physics teachers is less than 1/3 of all teaching activities. The inquiry activities carried by teachers and students mainly stem from the teaching materials, in which there are little changes. The inquiry activities which the curriculum standard requests clearly are not carried well, and there are three subjects' carried rate has not surpassed 50%.
(4) The same as teaching materials' status quo, the inquiry activities carried primarily by experiment regions give priority to partial essential factors inquiry; experiment and communication categories are selected frequently, survey and production categories are less selected.
(5) In the process of inquiry, teachers help students a lot during their instructions, which include too many explanations. More than half (54%) teachers will instruct in detail, and even give the concrete inquiry plans. However, it is necessary to enhance students' independency.
为掌握物理新课程倡导的科学探究的实施现状,本文采用了文本分析、问卷调查、访谈等研究方法,主要进行了以下三个研究:
研究一:高中物理课程标准对科学探究的要求研究。
研究二:高中物理新课程教材中科学探究呈现情况研究。
研究三:高中物理新课程实验区探究教学现状调查研究。
得到的主要结论如下:
(1)本文所分析的两版本教材均呈现了较多的探究活动,其中大部分是针对个别探究要素进行的探究,较完整的探究活动少;教材选用的探究方式多样,但以实验类和交流类探究方式为主,调查类和制作类探究方式相对较少。
(2)以课程标准明确要求的探究活动为例,本文所研究的两版本教材呈现的探究活动与课程标准要求一致性高,教材注重对探究过程进行指导。
(3)探究活动在实验区所有教学活动中所占的比重不大,72%的老师采用探究方式进行的教学活动占所有教学活动的比重不到1/3;师生开展的探究活动主要源于教材,相对于教材变动不大,课程标准明确要求的探究活动开展情况并不理想,有三个主题的开展率还未超过50%。
(4)和教材呈现情况一样,实验区开展的探究活动以部分要素的探究为主,实验类、交流类探究方式被较多的选用,调查类、制作类探究方式被较少选用。
(5)探究过程中教师对学生的指导较多,表现为探究过程中讲解比重大,过半(54%)的教师会详细指导,乃至给出具体的探究方案,学生的自主性有待提高。
The new physics curriculum reform experiment of senior school which started in the autumn of 2004, has completed a cycle from Grade One to Grade Three. It is necessary to study the implementation status quo of new physics curriculum, for promoting several advancement references.
To grasp the implementation status quo of scientific inquiry which is initiated by the new physics curriculum, this thesis uses several research methods, such as text analyses, surveys, interviews etc. And the thesis includes the following three studies:
Study one: Study on the requests about the scientific inquiry in senior physics curriculum standards.
Study two: Study on the present status of scientific inquiry in the new physics textbooks of senior physics.
Study three: Study on the implementation status quo of scientific inquiry teaching in experiment regions.
The main conclusions are as follows:
(1) Both versions of the teaching materials which are analyzed in this thesis present many scientific inquiry activities. The majority activities explore only certain individual elements of scientific inquiry, which contain little complete scientific inquiry activities; there are various inquiry ways which the teaching materials select. The primary inquiry ways are experiment and communication categories. Survey and production categories are comparatively less applied.
(2) Take the inquiry activities which the curriculum standard requests clearly as an example, in this thesis, the inquiry activities presented in the two versions of the teaching materials are consistent with the requests in curriculum standards well. The teaching materials pay great attention to the instruction of inquiry process.
(3) The proportion which inquiry activities occupied in the whole teaching activities in experimental regions is not very high. The proportion of the inquiry teaching activities which are applied by 72% physics teachers is less than 1/3 of all teaching activities. The inquiry activities carried by teachers and students mainly stem from the teaching materials, in which there are little changes. The inquiry activities which the curriculum standard requests clearly are not carried well, and there are three subjects' carried rate has not surpassed 50%.
(4) The same as teaching materials' status quo, the inquiry activities carried primarily by experiment regions give priority to partial essential factors inquiry; experiment and communication categories are selected frequently, survey and production categories are less selected.
(5) In the process of inquiry, teachers help students a lot during their instructions, which include too many explanations. More than half (54%) teachers will instruct in detail, and even give the concrete inquiry plans. However, it is necessary to enhance students' independency.
引文
[1]廖伯琴.中学科学教育的国际改革趋势[J].物理教学探讨,2002(2)
[2]胡献忠.新版英国《国家科学教育课程标准》及其启示[J].全球教育展望,2001(3)
[3]中华人民共和国教育部,教基[2001]17号.基础教育课程改革纲要(试行).http://www.moe.edu.cn/edoas/website18/leve13.jsp?tablename=1162&infoid=732
[4]罗兴凯等译.科学探究与国家科学教育标准[M].北京:科学普及出版社,2004
[5]周琴.二十世纪八十年代后国际基础科学教育改革[J].教育学报,2007(02)
[6]郑长龙.关于科学探究教学若干问题的思考[J].化学教育,2006(8)
[7]徐学福.探究学习含义辨析[J].教育科学,2006(3)
[8]靳玉乐.探究教学的实施、理念与策略[J].网络科技时代,2007(3)
[9]普通高中物理新课程远程研修第三集
[10]张大昌.我对科学探究的认识[J].中小学教学研究,2007(2)
[11]中华人民共和国教育部制定.全日制义务教育物理课程标准(实验)[M].北京:北京师范大学出版社,2005
[12]物理课程标准研制组.普通高中物理课程标准(实验)解读[M].武汉:湖北教育出版社,2004.
[13]周仕东,郑长龙.科学探究的类型功能及活动方式[J].化学教育,2005(4)
[14]高凌飚.教材分析评估的模型和层次[J].课程·教材·教法,2001(3)
[15]丁朝蓬.教材结构分析与内容质量评价[J].教育理论与实践,2001(8)
[16]高凌飚.关于教材评价体系的建议[J].全球教育展望,2004(4)
[17]廖伯琴.司南版普通高中新课表物理教材整体介绍.山东科技出版社网站
[18]廖伯琴主编.物理1[M].济南:山东科技出版社,2005
[19]彭前程.人教版普通高中课程标准物理教材整体设计解析[J].教育科学论坛,2007(1)
[20]张大昌.从物理课程看科学探究.www.pep.com.cn.2006.06.06
[21]束炳如,何润伟主编.普通高中课程标准实验教材.上海:上海科技教育出版社,2004.
[22]王良继,何润伟.沪科教版高中物理新课标教材中的科学探究[J].物理教师,2005(9)p19-22
[23]王笑生.粤教版高中物理教材介绍.新思考物理网
[24]吴祖仁.教科版高中物理新课标教材选修系列介绍[J].基础教育课程杂志,2007(6)
[25]毕升林.初中化学教材中探究活动的设计分析[J].化学教学,2004(10)p28-31
[26]刘楠.中学生物教材中科学探究能力训练的比较研究[D].东北师大学位论文
[27]董文娜.普通高中课程标准必修化学教材比较研究[D].山东师大学位论文,2005
[28]郑媛媛.谈现行初中化学教材栏目设计与科学探究的关系[J].内蒙古师大学报教育科学版,2005(6)
[29]姜雪梅.不同版本义务教育“课标”实验教材中科学探究活动的比较研究[D].东北师大学位论文,2005
[30]徐胜.物理教材中的小栏目及其对学生探究能力的培养功能[J].物理教学探讨,2006(4)
[31]颜桂芹.人教版新高中化学必修教材中探究活动的研究[D].南京师大学位论文,2006
[32]吴晓巍.“人教版”和“粤教版”高中物理教材必修本“科学探究”内容的比较研究[D].东北师大学位论文,2005
[33]李玉波.初中物理教材中“动手动脑”与探究实践研究[D].东北师大学位论文,2006
[34]曲春波.对不同版本义务教育“课标”化学实验教材中探究性习题的比较研究[D].东北师大学位论文,2005
[35]付立海.化学教师实施科学探究的调查报告[J].中小学教师培训,2005(3)
[36]卢仕斌.高中物理新课程探究性实验实施状况之调查研究[D].广西师大学位论文,2007
[2]胡献忠.新版英国《国家科学教育课程标准》及其启示[J].全球教育展望,2001(3)
[3]中华人民共和国教育部,教基[2001]17号.基础教育课程改革纲要(试行).http://www.moe.edu.cn/edoas/website18/leve13.jsp?tablename=1162&infoid=732
[4]罗兴凯等译.科学探究与国家科学教育标准[M].北京:科学普及出版社,2004
[5]周琴.二十世纪八十年代后国际基础科学教育改革[J].教育学报,2007(02)
[6]郑长龙.关于科学探究教学若干问题的思考[J].化学教育,2006(8)
[7]徐学福.探究学习含义辨析[J].教育科学,2006(3)
[8]靳玉乐.探究教学的实施、理念与策略[J].网络科技时代,2007(3)
[9]普通高中物理新课程远程研修第三集
[10]张大昌.我对科学探究的认识[J].中小学教学研究,2007(2)
[11]中华人民共和国教育部制定.全日制义务教育物理课程标准(实验)[M].北京:北京师范大学出版社,2005
[12]物理课程标准研制组.普通高中物理课程标准(实验)解读[M].武汉:湖北教育出版社,2004.
[13]周仕东,郑长龙.科学探究的类型功能及活动方式[J].化学教育,2005(4)
[14]高凌飚.教材分析评估的模型和层次[J].课程·教材·教法,2001(3)
[15]丁朝蓬.教材结构分析与内容质量评价[J].教育理论与实践,2001(8)
[16]高凌飚.关于教材评价体系的建议[J].全球教育展望,2004(4)
[17]廖伯琴.司南版普通高中新课表物理教材整体介绍.山东科技出版社网站
[18]廖伯琴主编.物理1[M].济南:山东科技出版社,2005
[19]彭前程.人教版普通高中课程标准物理教材整体设计解析[J].教育科学论坛,2007(1)
[20]张大昌.从物理课程看科学探究.www.pep.com.cn.2006.06.06
[21]束炳如,何润伟主编.普通高中课程标准实验教材.上海:上海科技教育出版社,2004.
[22]王良继,何润伟.沪科教版高中物理新课标教材中的科学探究[J].物理教师,2005(9)p19-22
[23]王笑生.粤教版高中物理教材介绍.新思考物理网
[24]吴祖仁.教科版高中物理新课标教材选修系列介绍[J].基础教育课程杂志,2007(6)
[25]毕升林.初中化学教材中探究活动的设计分析[J].化学教学,2004(10)p28-31
[26]刘楠.中学生物教材中科学探究能力训练的比较研究[D].东北师大学位论文
[27]董文娜.普通高中课程标准必修化学教材比较研究[D].山东师大学位论文,2005
[28]郑媛媛.谈现行初中化学教材栏目设计与科学探究的关系[J].内蒙古师大学报教育科学版,2005(6)
[29]姜雪梅.不同版本义务教育“课标”实验教材中科学探究活动的比较研究[D].东北师大学位论文,2005
[30]徐胜.物理教材中的小栏目及其对学生探究能力的培养功能[J].物理教学探讨,2006(4)
[31]颜桂芹.人教版新高中化学必修教材中探究活动的研究[D].南京师大学位论文,2006
[32]吴晓巍.“人教版”和“粤教版”高中物理教材必修本“科学探究”内容的比较研究[D].东北师大学位论文,2005
[33]李玉波.初中物理教材中“动手动脑”与探究实践研究[D].东北师大学位论文,2006
[34]曲春波.对不同版本义务教育“课标”化学实验教材中探究性习题的比较研究[D].东北师大学位论文,2005
[35]付立海.化学教师实施科学探究的调查报告[J].中小学教师培训,2005(3)
[36]卢仕斌.高中物理新课程探究性实验实施状况之调查研究[D].广西师大学位论文,2007