基于人本主义的高中物理教学模式研究
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摘要
随着新课程改革的推进,国家越来越倡导学生主动参与,乐于探究,勤于动手,培养学生搜集处理信息的能力、获取新知识的能力、分析解决问题的能力、交流与合作的能力。有关高中物理教学模式的研究也十分活跃。而人本主义理论强调以学生为中心,恰恰符合了新课程改革的要求。本文拟从人本主义出发,充分理解其内涵,并应用到制定和实践高中物理教学新模式中去。
本文分五个章节。第一章介绍了人本主义理论指导下的高中物理教学模式的研究背景和意义,对比分析了国内外的研究现状,得出了本文研究的侧重和方法。
第二章阐述了人本主义的渊源和内涵。人本主义理论以学生为中心,强调通过学生有自我意识地参与教学过程,学会学习的方法,发展潜能,达到自我的实现。同时阐述了教学模式的内涵、结构和特点,提出了新课程改革的全面推行需要教学模式的创新支持。
第三章探讨了人本主义指导下的高中物理教学新模式,包括自主学习的教学模式、探究教学模式和讨论教学模式,分别规定了三种教学模式的理论基础、功能目标、实现条件、活动程序、教学评价、教学原则,并总结了各自的优点。
第四章介绍了教学实验的过程,在实验班和对照班分别采用人本主义指导下的教学模式和传统讲授式。通过调查两个班级实验前后的物理成绩和学习兴趣,收集、处理和分析数据,得出实验结论,说明教学实验的有效性。
第五章反思了教学实践,总结收获,确定新教学模式的可行性。
本文主要目的是为构建人本主义理论指导下的高中物理教学模式提供一定的理论基础,探索具体的实施方式,期望可以为培养学生的各项能力提供一些参考。
With the new curriculum reforms, our country is increasingly advocating active participation of students, willing to explore, diligent hands, training students the ability to collect and handle the information, the ability to acquire new knowledge, the ability to analyse and solve the problem, communication and cooperation ability. The research on the mode of senior high school physics teaching is also very alive. The humanistic theory emphasizes student-centered, precisely in line with the requirements of the new curriculum reform. This paper based on humanistm, fully understands its meaning, and applies to the establishment and practice of the new mode in senior high school physics teaching.
This article is divided into five chapters. The first chapter introduces the research background and significance of senior high school physics teaching mode based on the humanistic theory; the research analyzes and compares the current situation at home and abroad, obtained the focus and methods of this study.
The second chapter describes the origin and meaning of humanism. Humanistic theory is student-centered, emphasizing students could learn to learning methods, develop their potency and achieve self-realization by their participation with self-awareness in the teaching process. The chapter also describes the content, structure and characteristics of the teaching mode, propose the full implementation of new curriculum reform requires the support of the teaching mode.
The third chapter discusses new modes of senior high school physics teaching undet the guidance of the humanism, including self-learning teaching mode, exploration teaching mode and discussion teaching mode, respectively define the theoretical basis, functional goals, realization conditions, active program , teaching assessment, teaching principles of the three teaching modes, and summarizes their advantages.
The fourth chapter introduces the process of teaching experiments; we respectively use teaching mode based on humanism and traditional lecture-style teaching mode in the experimental class and control class. Through investigating the physical results and learning interest in two classes before and after experimental, we could collect, process and analyze experimental data,then obtain results, indicate the effectiveness of teaching experiment.
The fifth chapter reflects on teaching practice, summarizes harvest, and determines the feasibility of the new teaching mode.
The main purpose of this paper is providing a theoretical basis to construct the senior high school physics teaching mode under the guidance of the humanistic theory, to explore the means of implementation, expects to provide some reference for training a lot of ability of students.
本文分五个章节。第一章介绍了人本主义理论指导下的高中物理教学模式的研究背景和意义,对比分析了国内外的研究现状,得出了本文研究的侧重和方法。
第二章阐述了人本主义的渊源和内涵。人本主义理论以学生为中心,强调通过学生有自我意识地参与教学过程,学会学习的方法,发展潜能,达到自我的实现。同时阐述了教学模式的内涵、结构和特点,提出了新课程改革的全面推行需要教学模式的创新支持。
第三章探讨了人本主义指导下的高中物理教学新模式,包括自主学习的教学模式、探究教学模式和讨论教学模式,分别规定了三种教学模式的理论基础、功能目标、实现条件、活动程序、教学评价、教学原则,并总结了各自的优点。
第四章介绍了教学实验的过程,在实验班和对照班分别采用人本主义指导下的教学模式和传统讲授式。通过调查两个班级实验前后的物理成绩和学习兴趣,收集、处理和分析数据,得出实验结论,说明教学实验的有效性。
第五章反思了教学实践,总结收获,确定新教学模式的可行性。
本文主要目的是为构建人本主义理论指导下的高中物理教学模式提供一定的理论基础,探索具体的实施方式,期望可以为培养学生的各项能力提供一些参考。
With the new curriculum reforms, our country is increasingly advocating active participation of students, willing to explore, diligent hands, training students the ability to collect and handle the information, the ability to acquire new knowledge, the ability to analyse and solve the problem, communication and cooperation ability. The research on the mode of senior high school physics teaching is also very alive. The humanistic theory emphasizes student-centered, precisely in line with the requirements of the new curriculum reform. This paper based on humanistm, fully understands its meaning, and applies to the establishment and practice of the new mode in senior high school physics teaching.
This article is divided into five chapters. The first chapter introduces the research background and significance of senior high school physics teaching mode based on the humanistic theory; the research analyzes and compares the current situation at home and abroad, obtained the focus and methods of this study.
The second chapter describes the origin and meaning of humanism. Humanistic theory is student-centered, emphasizing students could learn to learning methods, develop their potency and achieve self-realization by their participation with self-awareness in the teaching process. The chapter also describes the content, structure and characteristics of the teaching mode, propose the full implementation of new curriculum reform requires the support of the teaching mode.
The third chapter discusses new modes of senior high school physics teaching undet the guidance of the humanism, including self-learning teaching mode, exploration teaching mode and discussion teaching mode, respectively define the theoretical basis, functional goals, realization conditions, active program , teaching assessment, teaching principles of the three teaching modes, and summarizes their advantages.
The fourth chapter introduces the process of teaching experiments; we respectively use teaching mode based on humanism and traditional lecture-style teaching mode in the experimental class and control class. Through investigating the physical results and learning interest in two classes before and after experimental, we could collect, process and analyze experimental data,then obtain results, indicate the effectiveness of teaching experiment.
The fifth chapter reflects on teaching practice, summarizes harvest, and determines the feasibility of the new teaching mode.
The main purpose of this paper is providing a theoretical basis to construct the senior high school physics teaching mode under the guidance of the humanistic theory, to explore the means of implementation, expects to provide some reference for training a lot of ability of students.
引文
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[38]吕兰花.对人本主义教育思想的思考[J].教学改革,2009.2.
[39]陈报南.中学物理与STS教育[M].人民教育出版社,2005.9.
[2]杨亚平,刘纪康.人本主义心理学对高中物理教学的启示[J].陕西教育,2007.3.
[3] McNeil,J.D.(1985).Curriculum:A comprehensive introduction (3rd.ed.)[M].Little,Brown and Company Ltd.:5.
[4]郝广兴.当代人本主义教育思想解读[J]陕西教育,2009.4.
[5]高凌飚,陈冀平.物理教学与学业评价[M].广东教育出版社,2005.10.
[6]朱旭东.八九十年代美国教育改革的目标及其去向[J].比较教育研究,1999.
[7] [美]A.H马斯洛.存在心理学探索[M].云南人民出版社,1987.
[8]赵同森.解读人本主义教育思想[M].广东教育出版社,2006.6.
[9]蔡宝来,朱凌洁.当代德、英、美三国人本主义教育思想的比较[J]职业技术教育(理论版),2007.
[10]吴式颖.外国教育史教程[M].人民教育出版社,1999.
[11]邓利霞.从中国传统文化的人本主义思想反观中国现代教育[J].济宁学院学报,2007.10.
[12]张岱年.中国文化优秀传统内容的核心[J].北京师范大学学报(社会科学版),1994.
[13]秦红梅.论传统儒学的人本主义教育思想[J].安康师专学报,2006.2.
[14]周玉.传统人本主义与现代自主性人格的塑造[J].中共福建省委党校报,1999.
[15]孔丘.论语.颜渊[M].陕西旅游出版社,2003.
[16]孔丘.论语.里仁[M].陕西旅游出版社,2003.
[17]孔丘.论语.述而[M].陕西旅游出版社,2003.
[18]程家福,徐光寿.中西方人本主义教育思想异同分析[J].高等教育管理,2008.9.
[19]魏笑云.论人本主义的教育思想及其潜在的课程观[J].青岛职业技术学院学报,2008.3.
[20]陈南坤.马斯洛人本主义教育思想与我国高校德育[J].黄冈师范学院学报,2009.4.
[21]施良方.课程理论[M].教育科学出版社,1996.
[22]钟启泉.课程与教学论[M].上海教育出版社,2000.11.
[23]汪胜亮,杨丽萍.“以学生为中心”:罗杰斯人本主义的教育思想[J].平原大学学报,2008.4.
[24] Rogers, C. R. Freedom to learn: A review of what education might become. Columbus, Ohio: Mer rill [M], 1969.
[25]车文博.人本主义心理学[M].杭州:浙江教育出版社,2003.
[26]贺佩蓉.罗杰斯人本主义教育思想综述[J].安康师专学报,2005.
[27]张笑涛.对人本主义教育思想的批判反思[J].教书育人,2007.11.
[28]孟昭辉.物理课程与教学论[M].东北师范大学出版社,2005.
[29]乔伊斯,韦尔.教学模式[M].轻工业出版社,2004.
[30]刘力.新课程理念下的物理教学论[M].科学出版社,2007.
[31]金圣才.教育学考研真题与典型题详解[M].中国石化出版社,2006.2.
[32]中华人民共和国教育部.普通高中课程标准(实验)[M].人民教育出版社,2003.
[33]张大均.教育心理学[M].人民教育出版社,2004.4.
[34]阎金铎.物理教学论[M].广西教育出版社,1996.12.
[35]胡象岭.物理学习量表的设计与分析[J].物理教师,1998. 5.
[36]刘电芝.教育与心理研究方法[M].西南师范大学出版社,1997.
[37]张敏强.教育与心理统计学[M].人民教育出版社,2002.11.
[38]吕兰花.对人本主义教育思想的思考[J].教学改革,2009.2.
[39]陈报南.中学物理与STS教育[M].人民教育出版社,2005.9.