新课标下的高中物理课堂教学设计
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摘要
教学设计是运用系统的方法分析教学问题和确定教学目标,建立解决教学问题的策略方案、试行解决方案、评价试行结果和对方案进行修改的过程。
教学设计是教学理论向教学实践转化的桥梁。这就要求教学设计的基本理论和方法要与具体学科相结合,形成有学科特点的教学设计技术,也是教师必须掌握的一门技术。物理课堂教学设计就是教学设计在物理课堂教学层面上的应用。当前我国物理课堂教学设计的研究水平不高,在学校教育中教学设计的应用与普及相当困难。因此,开展物理课堂教学设计的研究、普及教学设计理论,提高教学设计技术,推广设计成果应用是一项迫切的任务。
如何把普通的教学设计原理和技术与物理学科结合起来已成为物理教育研究的重要课题。在不同的历史阶段,由于教育思想和教育理论的不断更新,课堂教学设计就有不同的特点和要求。《普通高中物理课程标准》指出:高中物理课程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。新课程把这一理念作为实施教学的基本理念。因此,教学设计不仅局限于教学内容的设计,更要求教学设计者站在学习者的立场上提出问题、分析问题,以使学习内容能够清楚地呈现给学习者,形成一个卓有成效的教学过程。
本文主要阐述新课程标准下高中物理学科的教学设计的基本理论、物理学科的教学特点和高中学生学习物理的特点分析、物理课堂教学目标的制定、教学原则的设计、教学策略的制定、物理课堂教学过程的设计、教学设计文本及评价等。应用现代教学设计的原理和技术审视新课标下高中物理课堂教学设计,教学设计的方案和措施才能符合教学规律,避免盲目性,增强自觉性,才能更好地发挥师生在教与学过程中的创造性。
总之,有教学,就应该有教学设计。从新课程标准下高中物理教学目标的要求出发,结合高中物理教学的特点,探讨教学设计的理论和技术与高中物理教学的整合问题,从而不断提高物理教师进行物理教学设计的意识和能力,达到教学效果的最优化。
The teaching design is using the systematic methods for analyzing teaching questions and the defining teaching goals, establishing the strategy plans for solving teaching problems, the implementation solution, and the appraisal implementation result and carries on the revision to the plan.
The teaching design is a bridge which transforms the leaching to the teaching practice. This request teaching design elementary theory and the method must unify with the concrete discipline to form the discipline characteristic teaching design technology and also to be a technology which the teacher must grasp. Physics teaching instruction design is the teaching design application in physics classroom instruction stratification plane the research level .The current our country physics classroom instruction design is not high, The teaching design application and the popularization is quite difficult in the school edition. Therefore, developing physics classroom instruction design research, popularizing teaching design theory enhancing the teaching design technology, the promoting design achievement application is an urgent duty.
How unify the ordinary teaching theory of design and the technology and the physics subject has become an important topic for the physical education research. In the different historical stage, as a result of the unceasing renewal education thought and the education theory, the classroom instruction design has the different characteristics and the requests "Ordinary High school Physics Curriculum Standard" pointed out that. The high school physics curriculum should promote students to study independently, let students participate positively, be glad to explore, dares to test, to be industrious at consider revising. Through the diverse teaching way, help students to study the physical knowledge and the skill, develop their science inquisition ability to form the scientific attitude and the spirit of science gradually. The new curriculum regards this idea the basic idea of implementing teaching. Therefore, not only the teaching design limits the course content design, requests the teaching designer to stand in learner's standpoint proposing questions analyzing questions and making the study content present clearly for the learner, in order to form fruitful teaching process.
This article mainly elaborated under the new curriculum standard the high school physics department teaching design elementary theory, the physics department teaching characteristic and the characteristic analysis high school students studying physics, physics classroom instruction goal formulation, the teaching principle design, the teaching strategy formulation, physics classroom instruction process design as well as the teaching design text content, forms and appraisals and so on. The applicable modern teaching design principle and the technology carefully examine under the new class sign the high school physics classroom instruction design, the teaching design plans and measures can conform to the teaching rules avoid blindness, enhance self-consciousness and can display the creativity in the process of teaching and studying between teachers and students
In brief, having teaching should have the teaching design. Under a new curriculum standard the high school physics teaching goal request embarks, union high school physics teaching characteristic, discuss teaching design theory and technical and high school physics teaching conformity question, thus enhances the physical teacher to carry on the physical teaching design unceasingly consciousness and ability, achieves the teaching effect the optimization.
教学设计是教学理论向教学实践转化的桥梁。这就要求教学设计的基本理论和方法要与具体学科相结合,形成有学科特点的教学设计技术,也是教师必须掌握的一门技术。物理课堂教学设计就是教学设计在物理课堂教学层面上的应用。当前我国物理课堂教学设计的研究水平不高,在学校教育中教学设计的应用与普及相当困难。因此,开展物理课堂教学设计的研究、普及教学设计理论,提高教学设计技术,推广设计成果应用是一项迫切的任务。
如何把普通的教学设计原理和技术与物理学科结合起来已成为物理教育研究的重要课题。在不同的历史阶段,由于教育思想和教育理论的不断更新,课堂教学设计就有不同的特点和要求。《普通高中物理课程标准》指出:高中物理课程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。新课程把这一理念作为实施教学的基本理念。因此,教学设计不仅局限于教学内容的设计,更要求教学设计者站在学习者的立场上提出问题、分析问题,以使学习内容能够清楚地呈现给学习者,形成一个卓有成效的教学过程。
本文主要阐述新课程标准下高中物理学科的教学设计的基本理论、物理学科的教学特点和高中学生学习物理的特点分析、物理课堂教学目标的制定、教学原则的设计、教学策略的制定、物理课堂教学过程的设计、教学设计文本及评价等。应用现代教学设计的原理和技术审视新课标下高中物理课堂教学设计,教学设计的方案和措施才能符合教学规律,避免盲目性,增强自觉性,才能更好地发挥师生在教与学过程中的创造性。
总之,有教学,就应该有教学设计。从新课程标准下高中物理教学目标的要求出发,结合高中物理教学的特点,探讨教学设计的理论和技术与高中物理教学的整合问题,从而不断提高物理教师进行物理教学设计的意识和能力,达到教学效果的最优化。
The teaching design is using the systematic methods for analyzing teaching questions and the defining teaching goals, establishing the strategy plans for solving teaching problems, the implementation solution, and the appraisal implementation result and carries on the revision to the plan.
The teaching design is a bridge which transforms the leaching to the teaching practice. This request teaching design elementary theory and the method must unify with the concrete discipline to form the discipline characteristic teaching design technology and also to be a technology which the teacher must grasp. Physics teaching instruction design is the teaching design application in physics classroom instruction stratification plane the research level .The current our country physics classroom instruction design is not high, The teaching design application and the popularization is quite difficult in the school edition. Therefore, developing physics classroom instruction design research, popularizing teaching design theory enhancing the teaching design technology, the promoting design achievement application is an urgent duty.
How unify the ordinary teaching theory of design and the technology and the physics subject has become an important topic for the physical education research. In the different historical stage, as a result of the unceasing renewal education thought and the education theory, the classroom instruction design has the different characteristics and the requests "Ordinary High school Physics Curriculum Standard" pointed out that. The high school physics curriculum should promote students to study independently, let students participate positively, be glad to explore, dares to test, to be industrious at consider revising. Through the diverse teaching way, help students to study the physical knowledge and the skill, develop their science inquisition ability to form the scientific attitude and the spirit of science gradually. The new curriculum regards this idea the basic idea of implementing teaching. Therefore, not only the teaching design limits the course content design, requests the teaching designer to stand in learner's standpoint proposing questions analyzing questions and making the study content present clearly for the learner, in order to form fruitful teaching process.
This article mainly elaborated under the new curriculum standard the high school physics department teaching design elementary theory, the physics department teaching characteristic and the characteristic analysis high school students studying physics, physics classroom instruction goal formulation, the teaching principle design, the teaching strategy formulation, physics classroom instruction process design as well as the teaching design text content, forms and appraisals and so on. The applicable modern teaching design principle and the technology carefully examine under the new class sign the high school physics classroom instruction design, the teaching design plans and measures can conform to the teaching rules avoid blindness, enhance self-consciousness and can display the creativity in the process of teaching and studying between teachers and students
In brief, having teaching should have the teaching design. Under a new curriculum standard the high school physics teaching goal request embarks, union high school physics teaching characteristic, discuss teaching design theory and technical and high school physics teaching conformity question, thus enhances the physical teacher to carry on the physical teaching design unceasingly consciousness and ability, achieves the teaching effect the optimization.
引文
[1]乌美娜.教学设计[M].北京:高等教育出版社,2002.5.
[2]杨九民,范官军.教学系统设计原理[M].湖北:湖北科学技术出版社,2005.8.
[3]孙文波.新课程课堂教学设计研究——“五星”教学设计的探索[M].浙江:浙江大学出版社,2006.4.
[4]盛群力.教学设计[M].北京:高等教育出版社,2005.12.
[5]张昕,任奕奕.新课程教学设计[M].北京:北京理工大学出版社,2004.4.
[6]孙立仁.教学设计——实践基础教育课程改革的理论与方法[M].北京:电子工业出版社.2004.
[7]梁树森.物理学习论[M].南宁:广西教育出版社,1996.12.
[8]查有梁.物理教学论[M].南宁:广西教育出版社,1996.12.
[9]阎金铎.物理思维论[M].南宁:广西教育出版社,1996.12.
[10]阎金铎.物理课程论[M].南宁:广西教育出版社,1996.12.
[11]吴惟粤.高中新课程物理优秀教学设计与教案[M].广州:广东高等教育出版社,2005.8.
[12]R.M.加涅.教学设计原理[M].上海:华东师范大学出版社,2005.6.
[13]R.M.加涅.学习的条件与教学论[M].上海:华东师范大学出版社,1999.
[14]皮连生.教学设计:心理学的理论与技术[M].北京:高等教育出版社,2000.6.
[15]何克抗,郑永柏,谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002.10.
[16]阎金铎,乔际平.高中物理课堂教学设计[M].上海:上海教育出版社,2000.
[17]中华人民共和国教育部.普通高中物理课程标准.北京:人民教育出版社,2003.4.
[18]张大均.教育心理学[M]. 北京:人民教育出版社,1999.
[19]钟启泉.学科教学论基础[M].上海:华东师范大学出版社,2000.10.
[20]乔际平.物理学习心理学[M].北京:高等教育出版社,1991.8.
[21]乔际平.物理学科教育学[M].北京:首都师范大学出版社,2000.1.
[22]查有梁.系统科学与教育[M].人民教育出版社,1993.3.
[23]应向东.论物理课堂教学设计[J].物理教师 .2000 年第 11 期.
[24]罗习奇.高中物理概念课堂教学设计的初步研究[D].硕士论文.
[25]雷明军.中学物理实验教学与学生创新能力的培养[D].硕士论文.
[26]严先元.课程实施与教学改革.四川:四川大学出版社.2002.3
[27]石中英.知识的转型与教育改革.教育科学出版社.2001.5
[28]钟启泉、崔允漷、张华.基础教育课程改革纲要(试行)解读.华东师范大学出版社.2001.8
[29]肖川.新课程与学习方式变革.中国教育报.
[30]陆劲彬.高中学生物理思维分析[J].物理教学探讨.2001 年第 12 期.
[31]郭成.试论课堂教学环境及其设计的策略[J].西南师范大学学报.2001 年第 2期.
[32]陶忠林.教学设计要注意问题情景的创设[J].中学物理教学参考.2001 年第 10期.
[2]杨九民,范官军.教学系统设计原理[M].湖北:湖北科学技术出版社,2005.8.
[3]孙文波.新课程课堂教学设计研究——“五星”教学设计的探索[M].浙江:浙江大学出版社,2006.4.
[4]盛群力.教学设计[M].北京:高等教育出版社,2005.12.
[5]张昕,任奕奕.新课程教学设计[M].北京:北京理工大学出版社,2004.4.
[6]孙立仁.教学设计——实践基础教育课程改革的理论与方法[M].北京:电子工业出版社.2004.
[7]梁树森.物理学习论[M].南宁:广西教育出版社,1996.12.
[8]查有梁.物理教学论[M].南宁:广西教育出版社,1996.12.
[9]阎金铎.物理思维论[M].南宁:广西教育出版社,1996.12.
[10]阎金铎.物理课程论[M].南宁:广西教育出版社,1996.12.
[11]吴惟粤.高中新课程物理优秀教学设计与教案[M].广州:广东高等教育出版社,2005.8.
[12]R.M.加涅.教学设计原理[M].上海:华东师范大学出版社,2005.6.
[13]R.M.加涅.学习的条件与教学论[M].上海:华东师范大学出版社,1999.
[14]皮连生.教学设计:心理学的理论与技术[M].北京:高等教育出版社,2000.6.
[15]何克抗,郑永柏,谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002.10.
[16]阎金铎,乔际平.高中物理课堂教学设计[M].上海:上海教育出版社,2000.
[17]中华人民共和国教育部.普通高中物理课程标准.北京:人民教育出版社,2003.4.
[18]张大均.教育心理学[M]. 北京:人民教育出版社,1999.
[19]钟启泉.学科教学论基础[M].上海:华东师范大学出版社,2000.10.
[20]乔际平.物理学习心理学[M].北京:高等教育出版社,1991.8.
[21]乔际平.物理学科教育学[M].北京:首都师范大学出版社,2000.1.
[22]查有梁.系统科学与教育[M].人民教育出版社,1993.3.
[23]应向东.论物理课堂教学设计[J].物理教师 .2000 年第 11 期.
[24]罗习奇.高中物理概念课堂教学设计的初步研究[D].硕士论文.
[25]雷明军.中学物理实验教学与学生创新能力的培养[D].硕士论文.
[26]严先元.课程实施与教学改革.四川:四川大学出版社.2002.3
[27]石中英.知识的转型与教育改革.教育科学出版社.2001.5
[28]钟启泉、崔允漷、张华.基础教育课程改革纲要(试行)解读.华东师范大学出版社.2001.8
[29]肖川.新课程与学习方式变革.中国教育报.
[30]陆劲彬.高中学生物理思维分析[J].物理教学探讨.2001 年第 12 期.
[31]郭成.试论课堂教学环境及其设计的策略[J].西南师范大学学报.2001 年第 2期.
[32]陶忠林.教学设计要注意问题情景的创设[J].中学物理教学参考.2001 年第 10期.
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