高一物理习题课“层层递进”教学模式的探索
摘要
广东省是较早进入普通高中课程改革的省份之一。本人所在学校使用的物理教科书是广东教育出版社2004年七月出版的普通高中课程标准实验教科书。该教材的优点在于注重培养学生的科学探究精神,因此,实验探究内容较多；其不足则主要表现为以下两个方面：一是介绍物理概念、定律为主的例题较少；二是习题量较小,且习题中变式题目较少,习题之间坡度不明显,难以引起学生的兴趣。由此造成很多高一学生不适应高中的物理教学,对高中物理课程产生了厌学情绪和畏难情绪。针对这一现状,寻找出一种新的物理习题课堂教学模式,通过有效的习题课教学的补充,解决学生的疑难问题,提高学生学习的效率,提高学生学习物理的兴趣和自信,就成了高中物理课程教学的重要课题。为此,我们提出了物理习题课堂教学的“层层递进”新模式。
“层层递进”教学模式的主要核心内容是例题和变式练习题目的选取和编排梯度,并且围绕这个中心展开有效的课堂教学活动。“层层递进”教学模式的设计思想,就是将相关新知识与熟悉的物理模型相关联,通过层层设问创设问题情境,将教学难点分解、细化、层层深入、由浅入深、由易到难,通过有梯度的变式练习提高学生学习的兴趣和自信心,提高课堂教学效果。
文章由五个部分组成。首先分析了高一学生的心理与学习特点,接着介绍了高一物理的内容及考核要求；在此基础上提出了“层层递进“教学模式,并对该模式的涵义、结构进行了分析,提出了该模式实施的教学要求,并通过案例来说明该模式的操作过程；最后,对该模式的运用进行了一些思考,指出其优势与不足。
Guangdong province is one of the earliest provinces to reform senior high school curriculum. The physics textbook adopted by my school is the one based on the ordinary high school curriculum criterion experiment published in July,2004. This textbook is aimed at improving students'science exploratory spirits; therefore, it contains large quantities of experiment contents. On the other hand, its defects are mainly for the following two aspects:one is that the textbook lacks example exercise introducing physical concepts and laws; the other is that few variant exercises and lack of difficulties among exercises make it possible for the students to lose interest. This causes senior one students not to adapt to the physics teaching, furthermore, weariness and the fear of emotions arise among students. To improve the present situation, it is an important subject to figure out a new teaching mode of physics exercise class to solve students' problems and to improve students'study efficiency, interest and confidence by supplementing proper exercises. So a physical exercises Lesson "Each Progression" mode has been put forward.
"Each progression" teaching mode focuses on the selecting and gradient of exercises, on which the class teaching activities are based. The design of "Each progression" teaching mode is to connect the new knowledge with the familiar physics mode and create the problem situation through layers of inquiry to simplify the teaching difficulties. The simplified variant exercises help students improve their study interest and set up confidence, which finally enhances the effects of classroom teaching.
The paper consists of five parts. It firstly analyze the mental and study characteristics of senior one students and then introduces the contents and requirements of senior one physics textbook, on which "Each progression" teaching mode has been put forward. The paper analyzes the connotation and structure of the mode, advance the teaching requirements the mode, and then testify the operating process by classic cases. Finally, the paper reflects on the application of the mode, and points out the advantages and disadvantages.
“层层递进”教学模式的主要核心内容是例题和变式练习题目的选取和编排梯度,并且围绕这个中心展开有效的课堂教学活动。“层层递进”教学模式的设计思想,就是将相关新知识与熟悉的物理模型相关联,通过层层设问创设问题情境,将教学难点分解、细化、层层深入、由浅入深、由易到难,通过有梯度的变式练习提高学生学习的兴趣和自信心,提高课堂教学效果。
文章由五个部分组成。首先分析了高一学生的心理与学习特点,接着介绍了高一物理的内容及考核要求；在此基础上提出了“层层递进“教学模式,并对该模式的涵义、结构进行了分析,提出了该模式实施的教学要求,并通过案例来说明该模式的操作过程；最后,对该模式的运用进行了一些思考,指出其优势与不足。
Guangdong province is one of the earliest provinces to reform senior high school curriculum. The physics textbook adopted by my school is the one based on the ordinary high school curriculum criterion experiment published in July,2004. This textbook is aimed at improving students'science exploratory spirits; therefore, it contains large quantities of experiment contents. On the other hand, its defects are mainly for the following two aspects:one is that the textbook lacks example exercise introducing physical concepts and laws; the other is that few variant exercises and lack of difficulties among exercises make it possible for the students to lose interest. This causes senior one students not to adapt to the physics teaching, furthermore, weariness and the fear of emotions arise among students. To improve the present situation, it is an important subject to figure out a new teaching mode of physics exercise class to solve students' problems and to improve students'study efficiency, interest and confidence by supplementing proper exercises. So a physical exercises Lesson "Each Progression" mode has been put forward.
"Each progression" teaching mode focuses on the selecting and gradient of exercises, on which the class teaching activities are based. The design of "Each progression" teaching mode is to connect the new knowledge with the familiar physics mode and create the problem situation through layers of inquiry to simplify the teaching difficulties. The simplified variant exercises help students improve their study interest and set up confidence, which finally enhances the effects of classroom teaching.
The paper consists of five parts. It firstly analyze the mental and study characteristics of senior one students and then introduces the contents and requirements of senior one physics textbook, on which "Each progression" teaching mode has been put forward. The paper analyzes the connotation and structure of the mode, advance the teaching requirements the mode, and then testify the operating process by classic cases. Finally, the paper reflects on the application of the mode, and points out the advantages and disadvantages.
引文
①(古罗马)奥古斯丁《忏悔录》 广东世界图书出版公司 2011-01
①(美)乔伊斯著,荆建华《教学模式》中国轻工业业版社 2009-01
[1]《教学模式》乔伊斯,荆建华(译者),宋富钢(译者),花清亮(译者)中国轻工业出版社;第1版(2002年1月1日)
[2]《认知心理学—理论、试验和应用》邵志芳上海教育出版社2006
[3]《有效教学决策》[美]威廉.威伦等著 李森 王玮虹译教育科学出版社
[4]《合作学习的原理与技巧》刘春红编译机械工业出版社 2004
[5]《广东省普通高中物理模块教学与考核要求》 广东省教育厅制订 2006
[6]《普通高中课程标准实验教科书(必修1、2)》广东教育出版社2004
[7]《高中物理有效教学实用课堂教学艺术》 黄晓春沈庆荣 2010
[8]《中学生心理健康咨询与心理治疗及案例分析》 文心
[9]《中学物理习题教学研究》 乔际平梁树森赵风雨王强北京师范学院出版社
[10]《教育的理想与信念》 肖川 岳麓书社 第1版(2002年6月1日)
[11]《民主主义与教育》 [美]约翰·杜威 人民教育出版社
[12]《美国人是如何培养精英的》薛涌 新星出版社出版日期：2005年7月
[13]《教育教学改革与发展研究》卞科 安徽大学出版社
[14]《什么是最有效的教学》宋运来江苏人民出版社 2009年5月
[15]《老师备课指南：有效教学设计》斯考隆(Janice skowron)(作者)陈超(译者) 郄海霞(译者)
[16]《新课程背景下的有效课堂教学策略》 黎奇首都师范大学出版社
[17]《有效的课堂管理》 迪克西(作者)王健(译者) 北京师范大学出版社
①(美)乔伊斯著,荆建华《教学模式》中国轻工业业版社 2009-01
[1]《教学模式》乔伊斯,荆建华(译者),宋富钢(译者),花清亮(译者)中国轻工业出版社;第1版(2002年1月1日)
[2]《认知心理学—理论、试验和应用》邵志芳上海教育出版社2006
[3]《有效教学决策》[美]威廉.威伦等著 李森 王玮虹译教育科学出版社
[4]《合作学习的原理与技巧》刘春红编译机械工业出版社 2004
[5]《广东省普通高中物理模块教学与考核要求》 广东省教育厅制订 2006
[6]《普通高中课程标准实验教科书(必修1、2)》广东教育出版社2004
[7]《高中物理有效教学实用课堂教学艺术》 黄晓春沈庆荣 2010
[8]《中学生心理健康咨询与心理治疗及案例分析》 文心
[9]《中学物理习题教学研究》 乔际平梁树森赵风雨王强北京师范学院出版社
[10]《教育的理想与信念》 肖川 岳麓书社 第1版(2002年6月1日)
[11]《民主主义与教育》 [美]约翰·杜威 人民教育出版社
[12]《美国人是如何培养精英的》薛涌 新星出版社出版日期：2005年7月
[13]《教育教学改革与发展研究》卞科 安徽大学出版社
[14]《什么是最有效的教学》宋运来江苏人民出版社 2009年5月
[15]《老师备课指南：有效教学设计》斯考隆(Janice skowron)(作者)陈超(译者) 郄海霞(译者)
[16]《新课程背景下的有效课堂教学策略》 黎奇首都师范大学出版社
[17]《有效的课堂管理》 迪克西(作者)王健(译者) 北京师范大学出版社