传统大学物理教学的困境及成因分析
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摘要
在课程改革的教师培训中,直接教给教师一些新的教学方法的做法并不有效,教师们常常坚持认为传统教学方法是最有效的教学方法。为此,我们基于目前大学物理教学中的困境,结合国际上认知科学研究和物理教育研究的相关结果,剖析传统教学方法受到课堂注意力保持、记忆保持和只能实现低阶学习目标的限制,研究和阐述传统大学物理课程教学中在概念理解、问题解决以及物理认知论3个方面存在的问题及原因,让教师深刻理解传统教学方法的局限性从而认识到教学方法改革的必要性,提高了教师培训的效果。
When it comes to training in-service teachers on curriculum reforms,direct dissemination of new pedagogies often fails to be successful.Many teachers are likely to maintain such a view that conventional classroom teaching is the single most effective approach to education.To that end,this manuscript is designed to synthesize results from international research in cognitive sciences and physics education to address the difficulties of traditional teaching.Specifically,we analyze three key limitations resulted from conventional classrooms:learners' short attention span,limited memory retention,and low cognitive level of learning outcomes.We also situate discussions in the context of college-level physics teaching to identify and analyze the underlying mechanisms of student difficulties in conceptual learning,problem solving and epistemological understanding.It is through a series of theoretical and practitioner discussions that the authors hope to aim for teachers'increased recognition of the drawbacks in conventional teaching and their elevated motivations for pedagogical change.
When it comes to training in-service teachers on curriculum reforms,direct dissemination of new pedagogies often fails to be successful.Many teachers are likely to maintain such a view that conventional classroom teaching is the single most effective approach to education.To that end,this manuscript is designed to synthesize results from international research in cognitive sciences and physics education to address the difficulties of traditional teaching.Specifically,we analyze three key limitations resulted from conventional classrooms:learners' short attention span,limited memory retention,and low cognitive level of learning outcomes.We also situate discussions in the context of college-level physics teaching to identify and analyze the underlying mechanisms of student difficulties in conceptual learning,problem solving and epistemological understanding.It is through a series of theoretical and practitioner discussions that the authors hope to aim for teachers'increased recognition of the drawbacks in conventional teaching and their elevated motivations for pedagogical change.
引文
[1]曲铭峰,龚放.哈佛大学与当代高等教育---德里克·博克访谈录[J].高等教育研究,2011(10):1-19.QU M F,GONG F.Harvard university and contemporary higher education---Interview with Derek Curtis Bok[J].Journal of Higher Education,2011(10):1-19.(in Chinese)
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[14]ZHANG P,DING L,MAZUR E.Peer Instruction in introductory physics:A method to bring about positive changes in students'attitudes and beliefs[J].Physical Review Physics Education Research,2017,13,010104.
[15]ZHANG P,DING L.Large-scale survey of Chinese precollege students'epistemological beliefs about physics:Aprogression or a regression?[J].Physical Review Physics Education Research,2013,9,010110.
[16]ADAMS W K,PERKINS K K,PODOLEFSKY N S,et al.New instrument for measuring student beliefs about physics and learning physics:The Colorado learning attitudes about science survey[J].Physical Review Special Topics-Physics Education Research,2006,2,010101.
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[18]SAHIN M.Effects of problem-based learning on university students'epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics[J].Journal of Science Education&Technology,2010,19(3):266-275.
[19]DING L,ZHANG P.Making of epistemologically sophisticated physics teachers:A cross-sequential study of epistemological progression from preservice to in-service teachers[J].Physical Review Physics Education Research,2016,12(2).
[20]HAKE R R.Interactive-engagement versus traditional methods:A six-thousand-student survey of mechanics test data for introductory physics courses[J].American Journal of Physics,1998,66:64-74.
[21]张萍,Mazur E.Peer Instruction-哈佛大学物理课程教学新方法[J].中国大学教学,2010,08:69-71.ZHANG P,MAZUR E.Peer Instruction-A new pedagogy for physics education at Harvard University[J].China University Teaching,2010,08:69-71.(in Chinese)
[22]张萍.基于翻转课堂的同伴教学法[M].北京:人民邮电出版社,2017.ZHANG P.Flipped classroom-based Peer Instruction[M].Beijing:Posts&Telecom Press,2017.(in Chinese)
[23]张萍,涂清云,周静,等.大学物理课堂互动教学模式的研究---基于“教室应答系统”的构建[J].中国大学教学,2011,07:21-23.ZHANG P,TU Q Y,ZHOU J,et al.Research on interactive physics instruction with CRS[J].China University Teaching.2011,07:21-23.(in Chinese)
[24]张萍,Ding L,张文硕.翻转课堂的理念、演变与有效性研究[J].教育学报,2017,13(1):46-55.ZHANG P,DING L,ZHANG W S.Flipped classroom:Theory,development history and effectiveness[J].Journal of Education Studies,2017,13(1):46-55.(in Chinese)
[25]张萍,刘宇星.同伴教学法在大学物理课程中的应用[J].物理与工程,2012,01:41-43.Zhang P,Liu Y Y.Using Peer Instruction to teach an introductory physics[J].Physics and Engineering,2012,01:41-43.(in Chinese)
[26]张萍,涂清云.改革教学模式促进学生物理学习态度正向发展[J].中国大学教学,2014,02:37-40.ZHANG P,TU Q Y.Positive shift in student attitudes toward learning physics by using innovative pedagogies[J].China University Teaching,2014,02:37-41.(in Chinese)
[27]张萍,涂清云,莫艳萍.课堂中的合作学习---同伴教学法对物理概念学习的促进作用[J].中国大学教学,2012,06:56-59.ZHANG P,TU Q Y,MO Y P.Cooperative learning in classroom---Enhancing conceptual understand in physics using peer instruction[J].China University Teaching,2012,06:56-59.(in Chinese)
[28]王青.小班教学与翻转课堂:《费曼物理学Ⅱ》的十年教学实践---纪念费曼先生百年诞辰[J].物理与工程,2018,28(4):20-38.WANG Q.Small group teaching and flipped classroom《feynman physicsⅡ》ten year's teaching experiment-to commemorate the centenary of the birth of Richard Phillips Feynman[J].Physics and Engineering,2018,28(4):20-38.(in Chinese)
[29]安宇.为什么传统的课堂讲授模式需要改变[J].物理与工程,2018,28(6):21-23.AN Y.Why the conventional classroom teaching mode needs to be changed[J].Physics and Engineering,2018,28(6):21-23.(in Chinese)
[2]BLIGH D.What's the use of lectures?[M].England:Jossey-Bass Publishers,1985:105-106.
[3]MCKEACHIE W J,KULIK J A.Effective college teaching[J].Review of research in education,1975,3(1):165-209.
[4]SMITH D G.College classroom interactions and critical thinking[J].Journal of Educational Psychology,1977,69(2):180-190.
[5]STUART J,RUTHERFORD R J D.Medical student concentration during lectures[J].Lancet,1978,2(8088):514-516.
[6]PENNER J G.Why many college teachers cannot lecture[M].Springfield,IL:Thomas,1984.
[7]GARDINER L F.Redesigning higher education.Producing dramatic gains in student learning.Eric digest[J].Achievement Gains,1994,23(2):46-50.
[8]BOK D.Our underachieving colleges:A candid look at how much students learn and why they should be learning more[M].NJ:Princeton University Press,2008.
[9]DING L,张萍.美国物理教育研究:历史回顾和前瞻[J].物理与工程,2018,28(1):29-34.DING L,ZHANG P.Foundations and frontiers of physics education research in the U.S[J].Physics and Engineering,2018,28(1):29-34.(in Chinese)
[10]MAZUR E.Peer Instruction:A user's manual[M].Upper Saddle River,NJ:Prentice Hall,1997.
[11]HESTENES D,WELLS M,SWACKHAMER G.Force concept inventory[J].Physics Teacher,1992,30(3):141-158.
[12]张萍,齐薇等.基于Peer instruction教学方法研究大学生物理错误概念[J].物理与工程,2014,03:56-59.ZHANG P,QI W.Detecting the undergraduates'misconceptions of physics using Peer Instruction[J].Physics and Engineering,2014(3):56-59.(in Chinese)
[13]GOLDBERG F,BENDALL S.Making the invisible visible:A teaching/learning environment that builds on a new view of the physics learner[J].American Journal of Physics,1995,63(11):978-991.
[14]ZHANG P,DING L,MAZUR E.Peer Instruction in introductory physics:A method to bring about positive changes in students'attitudes and beliefs[J].Physical Review Physics Education Research,2017,13,010104.
[15]ZHANG P,DING L.Large-scale survey of Chinese precollege students'epistemological beliefs about physics:Aprogression or a regression?[J].Physical Review Physics Education Research,2013,9,010110.
[16]ADAMS W K,PERKINS K K,PODOLEFSKY N S,et al.New instrument for measuring student beliefs about physics and learning physics:The Colorado learning attitudes about science survey[J].Physical Review Special Topics-Physics Education Research,2006,2,010101.
[17]REDISH E F,SAUL J M,STEINBERG R N.Student expectations in introductory physics[J].American Journal of Physics,1998,66:212.
[18]SAHIN M.Effects of problem-based learning on university students'epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics[J].Journal of Science Education&Technology,2010,19(3):266-275.
[19]DING L,ZHANG P.Making of epistemologically sophisticated physics teachers:A cross-sequential study of epistemological progression from preservice to in-service teachers[J].Physical Review Physics Education Research,2016,12(2).
[20]HAKE R R.Interactive-engagement versus traditional methods:A six-thousand-student survey of mechanics test data for introductory physics courses[J].American Journal of Physics,1998,66:64-74.
[21]张萍,Mazur E.Peer Instruction-哈佛大学物理课程教学新方法[J].中国大学教学,2010,08:69-71.ZHANG P,MAZUR E.Peer Instruction-A new pedagogy for physics education at Harvard University[J].China University Teaching,2010,08:69-71.(in Chinese)
[22]张萍.基于翻转课堂的同伴教学法[M].北京:人民邮电出版社,2017.ZHANG P.Flipped classroom-based Peer Instruction[M].Beijing:Posts&Telecom Press,2017.(in Chinese)
[23]张萍,涂清云,周静,等.大学物理课堂互动教学模式的研究---基于“教室应答系统”的构建[J].中国大学教学,2011,07:21-23.ZHANG P,TU Q Y,ZHOU J,et al.Research on interactive physics instruction with CRS[J].China University Teaching.2011,07:21-23.(in Chinese)
[24]张萍,Ding L,张文硕.翻转课堂的理念、演变与有效性研究[J].教育学报,2017,13(1):46-55.ZHANG P,DING L,ZHANG W S.Flipped classroom:Theory,development history and effectiveness[J].Journal of Education Studies,2017,13(1):46-55.(in Chinese)
[25]张萍,刘宇星.同伴教学法在大学物理课程中的应用[J].物理与工程,2012,01:41-43.Zhang P,Liu Y Y.Using Peer Instruction to teach an introductory physics[J].Physics and Engineering,2012,01:41-43.(in Chinese)
[26]张萍,涂清云.改革教学模式促进学生物理学习态度正向发展[J].中国大学教学,2014,02:37-40.ZHANG P,TU Q Y.Positive shift in student attitudes toward learning physics by using innovative pedagogies[J].China University Teaching,2014,02:37-41.(in Chinese)
[27]张萍,涂清云,莫艳萍.课堂中的合作学习---同伴教学法对物理概念学习的促进作用[J].中国大学教学,2012,06:56-59.ZHANG P,TU Q Y,MO Y P.Cooperative learning in classroom---Enhancing conceptual understand in physics using peer instruction[J].China University Teaching,2012,06:56-59.(in Chinese)
[28]王青.小班教学与翻转课堂:《费曼物理学Ⅱ》的十年教学实践---纪念费曼先生百年诞辰[J].物理与工程,2018,28(4):20-38.WANG Q.Small group teaching and flipped classroom《feynman physicsⅡ》ten year's teaching experiment-to commemorate the centenary of the birth of Richard Phillips Feynman[J].Physics and Engineering,2018,28(4):20-38.(in Chinese)
[29]安宇.为什么传统的课堂讲授模式需要改变[J].物理与工程,2018,28(6):21-23.AN Y.Why the conventional classroom teaching mode needs to be changed[J].Physics and Engineering,2018,28(6):21-23.(in Chinese)
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