新课程背景下高中物理课堂教学导入策略研究
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摘要
导入是物理课堂教学的重要步骤,有效的课堂导入不仅能够创设适当的教学情境,还能帮助学生迅速进入学习状态。
本研究中综合使用了问卷调查法、行动研究法、课堂观察法对高中物理课堂教学导入策略进行研究。首先通过问卷调查了解当前高中物理课堂教学导入策略的现状,然后使用行动研究法进行教学实践,在教学实践过程中使用课堂观察法评估各种导入方法的效果,最后总结出了高中物理课堂有效导入的原则和常用策略。
课堂教学导入策略的调查使用了自编调查问卷,调查对象包括20名高中物理教师和280名高中生。调查结果显示,问卷调查结果表明大部分教师和学生对课堂教学导入的作用持肯定态度,但也有部分物理教师在课堂导入环节存在一些不足。本研究设计了“同课异构”和“最优匹配”两种教学实践模式,对课堂导入策略的效果进行评估。通过对学生的课堂观察,我们发现使用“讲述物理学史”、“呈现媒介”、“讨论”、“实验”、“游戏”等策略有助于提高学生学习兴趣和积极性。经过半年的教学实践,实验班学生的物理学习有了明显的进步。
本文总结了高中物理课堂有效导入的5条原则和9种常用策略,5条原则包括“要符合物理学科内容本身的科学性、符合物理课堂教学的系统性、考虑学生的实际、导入形式要多样化、导入语言要简洁”,9种常用策略包括“讲述类导入、实验类导入、呈现媒介类导入、提问类导入、表演类导入、练习导入、自学导入、讨论导入、游戏导入”。
Leading-in is an important step of physics teaching, effective leading-in not only make appropriate teaching situation, but also help students quickly get into the learning state.
This study combains the research questionnaire survey, action research and classroom observation to study the leading-in strategy in high school physics teaching. A questionnaire about current high school physics classroom teaching leading-in strategies status, then carry out the action research in teaching practice, during the teaching practice, use classroom observation to evaluating the effect of leading-in strategy, and finally summed up the common principles of effective leading-in strategy in high school physics teaching.
The questionnaire is writing by myself, and it is used to learn the facts of current high school physics leading-in strategy status, the sample of survey include 20 high school physics teachers and 280 high school students. Survey results show that the majority of teachers and students hold positive attitude at the effect of leading-in, but there are some deficiency in some physics teacher’s leading-in strategy. This study design two patterns: " heterogeneity class" and "best match", and these patterns are used to assessment different leading-in strategy. Through classroom observation, we find that "tells the history of physics", " show media ", "discussion", " conduct experiments", "play games" could improve students interest and enthusiasm. After six months of teaching practice, the learing effect of students in experimental class has certainly improved.
This paper summarizes five principles into an effective and nine common strategy in high school physics teaching. Five principles including "To meet the physical science subject matter itself, in line with the systematic, considering the actual status of students, diverse leading-in forms, use simple formulation", nine strategies include" tell leading-in , experimental leading-in, show media leading-in, question leading-in, demonstrate leading-in, practice leading-in, self-study leading-in, discussion leading-in, play game leading-in".
本研究中综合使用了问卷调查法、行动研究法、课堂观察法对高中物理课堂教学导入策略进行研究。首先通过问卷调查了解当前高中物理课堂教学导入策略的现状,然后使用行动研究法进行教学实践,在教学实践过程中使用课堂观察法评估各种导入方法的效果,最后总结出了高中物理课堂有效导入的原则和常用策略。
课堂教学导入策略的调查使用了自编调查问卷,调查对象包括20名高中物理教师和280名高中生。调查结果显示,问卷调查结果表明大部分教师和学生对课堂教学导入的作用持肯定态度,但也有部分物理教师在课堂导入环节存在一些不足。本研究设计了“同课异构”和“最优匹配”两种教学实践模式,对课堂导入策略的效果进行评估。通过对学生的课堂观察,我们发现使用“讲述物理学史”、“呈现媒介”、“讨论”、“实验”、“游戏”等策略有助于提高学生学习兴趣和积极性。经过半年的教学实践,实验班学生的物理学习有了明显的进步。
本文总结了高中物理课堂有效导入的5条原则和9种常用策略,5条原则包括“要符合物理学科内容本身的科学性、符合物理课堂教学的系统性、考虑学生的实际、导入形式要多样化、导入语言要简洁”,9种常用策略包括“讲述类导入、实验类导入、呈现媒介类导入、提问类导入、表演类导入、练习导入、自学导入、讨论导入、游戏导入”。
Leading-in is an important step of physics teaching, effective leading-in not only make appropriate teaching situation, but also help students quickly get into the learning state.
This study combains the research questionnaire survey, action research and classroom observation to study the leading-in strategy in high school physics teaching. A questionnaire about current high school physics classroom teaching leading-in strategies status, then carry out the action research in teaching practice, during the teaching practice, use classroom observation to evaluating the effect of leading-in strategy, and finally summed up the common principles of effective leading-in strategy in high school physics teaching.
The questionnaire is writing by myself, and it is used to learn the facts of current high school physics leading-in strategy status, the sample of survey include 20 high school physics teachers and 280 high school students. Survey results show that the majority of teachers and students hold positive attitude at the effect of leading-in, but there are some deficiency in some physics teacher’s leading-in strategy. This study design two patterns: " heterogeneity class" and "best match", and these patterns are used to assessment different leading-in strategy. Through classroom observation, we find that "tells the history of physics", " show media ", "discussion", " conduct experiments", "play games" could improve students interest and enthusiasm. After six months of teaching practice, the learing effect of students in experimental class has certainly improved.
This paper summarizes five principles into an effective and nine common strategy in high school physics teaching. Five principles including "To meet the physical science subject matter itself, in line with the systematic, considering the actual status of students, diverse leading-in forms, use simple formulation", nine strategies include" tell leading-in , experimental leading-in, show media leading-in, question leading-in, demonstrate leading-in, practice leading-in, self-study leading-in, discussion leading-in, play game leading-in".
引文
[1]教育部.普通高中物理课程标准(实验)[M].北京:人民教育出版社,2003.
[2]蒋琴娥.有效导入——敲好课的第一锤[J].科学大众,2007,(9):121.
[3]孙迎春.转轴拨弦三两声未成曲调先有情——高中物理课堂导入新课技巧的探索[J].新课程研究, 2011,(11)上:133-134.
[4]孔子著,张燕婴译.论语[M].北京:中华书局,2006:9.
[5]朱熹,王洁,整理.四书集注[M].凤凰出版社,2008:11.
[6]霍华德·加德纳著.沈致隆译.多元智能[M].北京:新华出版社,1999:9-10.
[7]皮亚杰[EB/OL]. http://baike.baidu.com/view/17463.htm. 2010-11-20.
[8]加涅著.皮连生等译.教学设计原理[M].上海:华东师范大学出版社,1999:11-12.
[9]项云霞.物理课堂教学设计研究初探[J].聊城大学学报, 2004, 9(3):94.
[10]周吉.浅谈新课程下初中物理课堂的导入[J].理化生教学,2009,(5):197.
[11]杨旭坤.再谈物理学史在课堂教学中的作用[J].新视角,2009,(11):132.
[12]多普勒效应. http://www.hudong.com/wiki/多普勒效应[EB/OL]. http://baike.baidu. com/view/1805.htm. 2010-11-24.
[13]李闷心.将身边的物理现象引入物理课堂[J].中国民族教育,2009,(9):35.
[14]侯明英.物理导课方法的艺术性[J].学周刊,2011,(1):31.
[15]刘纯友.精心设计新课导入激发物理学习兴趣[J].当代教育发展学刊,2010, (10):83.
[16]尹奕君.中学物理教学中的“导”与“学”[J].物理教学探讨,2009,(7):65.
[17]郑渊方.论物理课堂导入的设计[J].物理教学探讨,2009,(1):17.
[18]刘松学.浅谈物理课的实验引入[J].课程探索,2010,(2):131.
[19]马博士教育网.乒乓小魔术——探究摩擦起电[EB/OL]. http://www.maboshi.net/? action-viewnews-itemid-18561. 2011-01-10.
[20]徐飞.新课程下高中物理课堂引入的方法[J].试题与研究:新课程论坛,2009,(23):52.
[21]余建刚.高中趣味物理游戏设计初探[J].教学仪器与实验.2005,(11):27-29.
[2]蒋琴娥.有效导入——敲好课的第一锤[J].科学大众,2007,(9):121.
[3]孙迎春.转轴拨弦三两声未成曲调先有情——高中物理课堂导入新课技巧的探索[J].新课程研究, 2011,(11)上:133-134.
[4]孔子著,张燕婴译.论语[M].北京:中华书局,2006:9.
[5]朱熹,王洁,整理.四书集注[M].凤凰出版社,2008:11.
[6]霍华德·加德纳著.沈致隆译.多元智能[M].北京:新华出版社,1999:9-10.
[7]皮亚杰[EB/OL]. http://baike.baidu.com/view/17463.htm. 2010-11-20.
[8]加涅著.皮连生等译.教学设计原理[M].上海:华东师范大学出版社,1999:11-12.
[9]项云霞.物理课堂教学设计研究初探[J].聊城大学学报, 2004, 9(3):94.
[10]周吉.浅谈新课程下初中物理课堂的导入[J].理化生教学,2009,(5):197.
[11]杨旭坤.再谈物理学史在课堂教学中的作用[J].新视角,2009,(11):132.
[12]多普勒效应. http://www.hudong.com/wiki/多普勒效应[EB/OL]. http://baike.baidu. com/view/1805.htm. 2010-11-24.
[13]李闷心.将身边的物理现象引入物理课堂[J].中国民族教育,2009,(9):35.
[14]侯明英.物理导课方法的艺术性[J].学周刊,2011,(1):31.
[15]刘纯友.精心设计新课导入激发物理学习兴趣[J].当代教育发展学刊,2010, (10):83.
[16]尹奕君.中学物理教学中的“导”与“学”[J].物理教学探讨,2009,(7):65.
[17]郑渊方.论物理课堂导入的设计[J].物理教学探讨,2009,(1):17.
[18]刘松学.浅谈物理课的实验引入[J].课程探索,2010,(2):131.
[19]马博士教育网.乒乓小魔术——探究摩擦起电[EB/OL]. http://www.maboshi.net/? action-viewnews-itemid-18561. 2011-01-10.
[20]徐飞.新课程下高中物理课堂引入的方法[J].试题与研究:新课程论坛,2009,(23):52.
[21]余建刚.高中趣味物理游戏设计初探[J].教学仪器与实验.2005,(11):27-29.