初中物理习题课有效教学的研究
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摘要
教学的有效性研究一直是教育研究的重要内容,当前正是我国逐步开展基础教育课程改革的重要阶段,教学的有效性更是提到了重要位置,中学物理教学的一个重要环节就是习题教学,有效的习题教学是反馈教学效果的重要渠道。有效的习题教学是学生温故知新的重要前提；是让学生熟练并会灵活应用物理定义和物理规律以及形成自主探究能力的有效手段；是实现学生将物理应用到生产生活的重要途径；是指导学生掌握物理学习方法和培养物理思维的有效途径；物理习题课是教师诊断、评价学生学习有效学习、检查教学效果的重要手段。因此如何促进教师的习题课有效教学,如何提高习题课单位时间内的教学效果成为了我们目前所关注的焦点。
笔者通过对襄阳市襄阳五中实验中学八年级学生的物理习题课学习现状进行了调查研究。通过对八年级学生的“习题课学习现状调查”问卷分析发现目前初中生物理习题课学习效率低下。
笔者在对国内中学物理习题课有效教学有关文献研究的基础上,结合自己所在物理教研组一线教师的多年的教学实践经验,提出了在初中物理教学中习题课有效教学的模式和教学策略,其中包括了：精选习题；有效引入习题；创设习题情境；有效分析习题；扩展习题功能；培养解题方法的能力；习题课后有效评价等方面的策略。
然后笔者在提出了有效教学基本模式和策略的基础上,设计出了有效的习题教学设计。通过深入研究初中物理习题教学,对解决当前习题教学效率低、不科学、质量不高的现状有直接的指导作用。
The study of the effectiveness of teaching has been an important part of educational research. Our country gradually carried out the important stage of basic education curriculum reform. Teaching effectiveness is referred to the important position.Physics problem solving, one of the most important teaching method of middle school education, is also an important feedback channel to check the effectiveness of the teaching strategies. Physics problem solving class helps students to strengthen and deepen their knowledge of physics, let them master the applications of physics laws and concepts as well as forms an important method to check the learning capabilities of the students; linking theory with practice, an effective technique to guide the students to solve the physics problems; an efficient way to groom thinking capabilities of students. Problem solving class is also an important method for teacher to evaluate his teaching effectiveness and student's learning capabilities, a test for quality of teaching. Thus, how to make the teaching of problem solving course more effective and how to improve this course to get more effective results in over all learning, is the main focus of the present research.
Through Problem solving class of XiangYang Fifth Experimental High School eighth-grade students learning capabilities were investigated by the author. Through the analysis of eighth-grade students "Survey of present Problem Solving Class situations" questionnaire, it is found that the current inefficiency of the junior high school physical exercise lessons.
The author's research and analysis is based on domestic literature survey related to middle school problem solving course effective teaching, combined with her own several years teaching experience of problem solving course in junior high school and teaching strategies, including:selection of exercises; the introduction of effective exercises; creation of exercise scenarios; effective analysis exercise; expansion of problem set capabilities, grooming problem-solving approach and after school exercises as an effective evaluation strategy.
Then author proposed the basis of effective teaching models and strategies to design effective exercises and instructional techniques. Through in-depth study of junior high school physical exercise teaching to solve the unscientific, low efficiency and the low-quality of current exercises teaching, has a direct role in guiding.
笔者通过对襄阳市襄阳五中实验中学八年级学生的物理习题课学习现状进行了调查研究。通过对八年级学生的“习题课学习现状调查”问卷分析发现目前初中生物理习题课学习效率低下。
笔者在对国内中学物理习题课有效教学有关文献研究的基础上,结合自己所在物理教研组一线教师的多年的教学实践经验,提出了在初中物理教学中习题课有效教学的模式和教学策略,其中包括了：精选习题；有效引入习题；创设习题情境；有效分析习题；扩展习题功能；培养解题方法的能力；习题课后有效评价等方面的策略。
然后笔者在提出了有效教学基本模式和策略的基础上,设计出了有效的习题教学设计。通过深入研究初中物理习题教学,对解决当前习题教学效率低、不科学、质量不高的现状有直接的指导作用。
The study of the effectiveness of teaching has been an important part of educational research. Our country gradually carried out the important stage of basic education curriculum reform. Teaching effectiveness is referred to the important position.Physics problem solving, one of the most important teaching method of middle school education, is also an important feedback channel to check the effectiveness of the teaching strategies. Physics problem solving class helps students to strengthen and deepen their knowledge of physics, let them master the applications of physics laws and concepts as well as forms an important method to check the learning capabilities of the students; linking theory with practice, an effective technique to guide the students to solve the physics problems; an efficient way to groom thinking capabilities of students. Problem solving class is also an important method for teacher to evaluate his teaching effectiveness and student's learning capabilities, a test for quality of teaching. Thus, how to make the teaching of problem solving course more effective and how to improve this course to get more effective results in over all learning, is the main focus of the present research.
Through Problem solving class of XiangYang Fifth Experimental High School eighth-grade students learning capabilities were investigated by the author. Through the analysis of eighth-grade students "Survey of present Problem Solving Class situations" questionnaire, it is found that the current inefficiency of the junior high school physical exercise lessons.
The author's research and analysis is based on domestic literature survey related to middle school problem solving course effective teaching, combined with her own several years teaching experience of problem solving course in junior high school and teaching strategies, including:selection of exercises; the introduction of effective exercises; creation of exercise scenarios; effective analysis exercise; expansion of problem set capabilities, grooming problem-solving approach and after school exercises as an effective evaluation strategy.
Then author proposed the basis of effective teaching models and strategies to design effective exercises and instructional techniques. Through in-depth study of junior high school physical exercise teaching to solve the unscientific, low efficiency and the low-quality of current exercises teaching, has a direct role in guiding.
引文
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[2]http://www.lnjk.cn/lnstitutenewsshow.asp?id=617
[3]肖贻杰.大学教师有效教学研究[D].湖南大学2003
[4]http://www.5ykj.com/Article/xslwxzgl/79234.htm
[5]http://www.uniwant.com/show.aspx?id=454&cid=268
[6]http://www.hnsdfz.org/jks/show.php?id=883
[7]http://www.jxteacher.com/userfiles/chemedu/files/%..
[8]张彦山.布鲁纳“学科基本结构”理论之评析[J].《新疆教育学院学报》2006年3期
[9]http://www.360doc.com/content/11/0311/09/5949813_1
[10]刘东升.初中物理习题功能和编制原则的研究[D].西南师范大学2002年
[11]http://wenku.baidu.com/view/ed903a50ad02de80d4d840..
[12]唐建勋.高中物理习题课有效教学策略初探[D].苏州大学2010年
[13]张薇.中学阅读教材习得性习题探究[D].《内蒙古师范大学》2007
[14]夏俊丽.行为主义学习观与教学[J].《中外教育(福建)》2000年3期.
[15]http://baike.baidu.com/view/588162.html?fromTaglis..
[16]张化松.《学校管理论与实践》网络课程中监控与反馈模块的设计与实现[D].东北师范大学2007.
[17]董真.基于学生自主学习的高校图书馆服务模式研究[D].天津工业大学2008.
[18]马利华.基于虚拟环境的药学实验教学模式研究[D].华东师范大学2011.
[19]http://baike.baidu.com/view/409517.htm
[20]http://111.75.252.151:90/ReadNews.asp?NewsID=415
[21]http://baike.baidu.com/view/1355599.htm
[22]http://baike.baidu.com/view/1714075.htm
[23]http://baike.baidu.com/view/429185.htm
[24]李小玲.分层教学法在高中信息技术课程中的实验研究.[D]2011西南师范大学
[25]史昕.谈如何实现化学课的有效教学[J].《卫生职业教育》2007年8期.
[26]邢红军.对原始物理问题教学的思考[J].《中国教育学刊》2006年8期.
[27]王珊引入现实生活背景的初中物理教学实验研究[D].《西南师范大学西南大学》2001.
[28]http://sxpx.cersp.com/article/browse/16752.jspx
[29]潘建辉.数学创新思维能力培养的教学策略研究[D].《西南师范大学西南大学》.
[30]吴一军.让初中学生从生活走向物理的教学策略[J].《中国农村教育》2006年6期.
[31]http://wenku.baidu.com/view/8a2e4b37b90d6c85ec3ac6.2003.
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