黔东南少数民族地区初中生物理学习兴趣的调查研究
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摘要
学生学习兴趣的培养是教育工作和教学活动的重要内容,如何激发和培养中学生的学习兴趣,是长期以来教育学、心理学探讨的一个重要理论课题,也是当前我国实施素质教育面临的一个迫切现实问题。
物理学习兴趣的培养是我国新的物理课程标准的需要。该标准提出教学应从“知识与技能、过程与方法、情感态度与价值观”三个方面培养学生。本研究以教育学和心理学的相关理论为基础,根据我国初中物理新课程的特点、初中生学习的心理特点,并结合黔东南少数民族地区的主要特点和该地区的中学教育现状,在吸收前人关于学习兴趣研究的理论成果与实践经验上,对黔东南少数民族地区目前初中生的物理学习兴趣现状进行深入调查研究。同时结合具有本地区少数民族特色的一些典型物理现象,具体探讨在该地区培养初中生物理学习兴趣的方法与途径,以期能够为该地区初中物理教学提出合理的意见和建议。
通过在凯里市三棵树镇赏朗中学进行教学实验,并对实验结果进行比较分析,得出:在经济相对落后、教学硬件和软件都还比较薄弱的黔东南少数民族地区,其物理教学可结合具体的教学计划,从本地区民族的日常生活、生产环境中发掘出相关的物理现象,并对这些相对具有该地区民族特色、与学生日常生活紧密联系的物理现象进行有针对性地整理加工,把其加工结果作为上课素材。在教学中,教师引导学生观察这些物理现象,从中体会、理解、掌握相关的物理知识,并运用物理理论解决生活中的实际问题,让学生感到物理就在身边,而且生活中许多有趣味的现象富含着物理知识。学习物理可以解释和理解这些神奇的现象背后的道理,从而极好地能激发学生的物理学习兴趣。这对于提高该地区学生的物理学习兴趣是一个切实可行的方法。
The cultivating of students’interests in study is an important content in educating and teaching. How to inspire and foster students’interests in junior high school is an important theoretic task, and also an urgent realistic problem that faced by our country in the process of practicing quality education currently.
The cultivating of interests in physics study is required by our nation’s new physics curriculum standard. It is presented in the standard that teachers should bring up students in three ways, which are‘knowledge and skill, process and method, emotion attitude and view of value’. This research is on the basis of theories related to pedagogy and psychology, and is according to the feature of physics curriculum and students’psychologic characteristics in study. Moreover, it combines with minority area’s main characteristic, education status of junior high school and students’states in physics study in southeast Guizhou province, and absorbs former people’s theoretic fruits and practical experiences on interest research in study, therefore makes deep research on students’interests in physics study in minority area of southeast Guizhou province at the present time. Combined with some typical physics phenomena in this minority area, it discusses the possible methods and ways to cultivate students’interests in physics study of this area, and with hope to propose some reasonable opinion and advice on physics teaching in junior high school.
According to the teaching experiments made in Shanglang Junior high school of Sankeshu, Kaili city, we make compare and analysis on the experiment results and get:
In minority area of southeast Guizhou province, whose economy is relatively backward and hardware and software in teaching are relatively weak, physics teaching can be combined with concrete teaching plan, and digs relevant physical phenomena in daily life and production environment of this area. These physical phenomena have national characteristics of this area and connect closely with students’daily lives. Then settles them in pertinence, and takes the results as teaching materials. In teaching, the teacher leads students to observe these physical phenomena, and lets them experience, comprehend and master relevant physical knowledge and then use these theories to settle practical problems in lives. As a result, the students can feel that physics is around them and there are many interesting phenomena that richly involve physics knowledge in lives, and studying physics can help them to explain and comprehend the truths behind these magic phenomena. In this way, students’interests to study physics can be inspired fabulously. This will be a practicable way to raise students’interests in physics study of this area.
物理学习兴趣的培养是我国新的物理课程标准的需要。该标准提出教学应从“知识与技能、过程与方法、情感态度与价值观”三个方面培养学生。本研究以教育学和心理学的相关理论为基础,根据我国初中物理新课程的特点、初中生学习的心理特点,并结合黔东南少数民族地区的主要特点和该地区的中学教育现状,在吸收前人关于学习兴趣研究的理论成果与实践经验上,对黔东南少数民族地区目前初中生的物理学习兴趣现状进行深入调查研究。同时结合具有本地区少数民族特色的一些典型物理现象,具体探讨在该地区培养初中生物理学习兴趣的方法与途径,以期能够为该地区初中物理教学提出合理的意见和建议。
通过在凯里市三棵树镇赏朗中学进行教学实验,并对实验结果进行比较分析,得出:在经济相对落后、教学硬件和软件都还比较薄弱的黔东南少数民族地区,其物理教学可结合具体的教学计划,从本地区民族的日常生活、生产环境中发掘出相关的物理现象,并对这些相对具有该地区民族特色、与学生日常生活紧密联系的物理现象进行有针对性地整理加工,把其加工结果作为上课素材。在教学中,教师引导学生观察这些物理现象,从中体会、理解、掌握相关的物理知识,并运用物理理论解决生活中的实际问题,让学生感到物理就在身边,而且生活中许多有趣味的现象富含着物理知识。学习物理可以解释和理解这些神奇的现象背后的道理,从而极好地能激发学生的物理学习兴趣。这对于提高该地区学生的物理学习兴趣是一个切实可行的方法。
The cultivating of students’interests in study is an important content in educating and teaching. How to inspire and foster students’interests in junior high school is an important theoretic task, and also an urgent realistic problem that faced by our country in the process of practicing quality education currently.
The cultivating of interests in physics study is required by our nation’s new physics curriculum standard. It is presented in the standard that teachers should bring up students in three ways, which are‘knowledge and skill, process and method, emotion attitude and view of value’. This research is on the basis of theories related to pedagogy and psychology, and is according to the feature of physics curriculum and students’psychologic characteristics in study. Moreover, it combines with minority area’s main characteristic, education status of junior high school and students’states in physics study in southeast Guizhou province, and absorbs former people’s theoretic fruits and practical experiences on interest research in study, therefore makes deep research on students’interests in physics study in minority area of southeast Guizhou province at the present time. Combined with some typical physics phenomena in this minority area, it discusses the possible methods and ways to cultivate students’interests in physics study of this area, and with hope to propose some reasonable opinion and advice on physics teaching in junior high school.
According to the teaching experiments made in Shanglang Junior high school of Sankeshu, Kaili city, we make compare and analysis on the experiment results and get:
In minority area of southeast Guizhou province, whose economy is relatively backward and hardware and software in teaching are relatively weak, physics teaching can be combined with concrete teaching plan, and digs relevant physical phenomena in daily life and production environment of this area. These physical phenomena have national characteristics of this area and connect closely with students’daily lives. Then settles them in pertinence, and takes the results as teaching materials. In teaching, the teacher leads students to observe these physical phenomena, and lets them experience, comprehend and master relevant physical knowledge and then use these theories to settle practical problems in lives. As a result, the students can feel that physics is around them and there are many interesting phenomena that richly involve physics knowledge in lives, and studying physics can help them to explain and comprehend the truths behind these magic phenomena. In this way, students’interests to study physics can be inspired fabulously. This will be a practicable way to raise students’interests in physics study of this area.
引文
[1]殷传宗、查有梁、廖伯琴,《物理教育学研究》[M],四川科学技术出版社,1996:99—100
[2] 阎金铎,《新世纪版义务教育课程标准实验教科书?物理》[M],北京:北京师范大学出版社,2005
[3] http://www.cycnet.com/zuzhi/dcyjwz/files/15.htm
[4]王道俊、王汉澜主编《教育学》[M],人民教育出版社,1989:178
[5] 张焕庭,《西方资产阶级教育论著选》[M],人民教育出版社,1979:304-306
[6]彭聃龄,《普通心理学》[M],北京师大出版社,1988:127
[7]潘菽,《教育心理学》[M],人民教育出版社,1983:7
[8]陈琦、刘儒德,《当代教育生理学》[M],北京师范大学出版社,1998:134
[9]戴海崎、张锋、陈雪枫,《心理教育测量》[M],暨南大学出版社,2002:371
[10]乔际平,《物理学习心理学》[M],高等教育出版社,1991: 259
[11]刘楚明,《教育学》[M],河海大学出版社,1995: 79
[13]叶澜,《教育研究及其方法》[M],中国科学技术大学出版社,1990
[14] 李伯黍,《教育心理学》[M],华师大出版社,2001: 240-243 [15 伍新春,《高等教育心理学》[M],高等教育出版社,1998: 71-90
[16]章永生,《教育心理学》[M],河北教育出版社,1999:102
[17]罗利建,《人本教育》[M],中国经济出版社,2004:180
[18] 刘典平、于云才,《人的发展与学习》[M],新华出版社,1995:229
[19]杨建业,《玻尔传》[M],长春出版社,1991:15
[20]许良英,《爱因斯坦文集》[M],范岱年编译,北京: 商务印书馆,1976
[22]高玉祥,《个性心理学概论》[M],陕西人民教育出版社,1985:58
[23]章凯,《兴趣与学习:一个正在复兴的研究领域》[J],宁波大学学报,2000 年2 月 第 22 卷第 1 期:27
[24]王铁,《中国大百科全书》[M],教育卷,中国大百科全书出版社,1995:20 一21
[25]张敏强,《教育与心理统计学》[M],人民教育出版社,1993: 6
[26]Hidi S. Interest and its contribution as a mental for learning[J],Review of Education Research,1990,60(4):549-571
[27]施良方,《学习论》[M],人民教育出版社,2001:167
[28]施良方,《学习论》[M],人民教育出版社 2001:220
[29]施良方,《学习论》[M],人民教育出版社 2001:192 [30 章永生,《教育心理学》[M],河北教育出版社,1999:103
[31]章永生,《教育心理学》[M],河北教育出版社,1999:103-104
[32]燕国材,《学习心理学》[M],警官教育出版社,1998:127-132
[33]阎金铎、梁树森,《物理学习论》[M],广西教育出版社出版,1996:37
[34]阎金铎、梁树森,《物理学习论》[M],广西教育出版社出版,1996:37—41
[35]温晶,《物理学习兴趣探究》[J],大连教育学院学报,2006 年 3 月 第 22 卷第 1 期:28
[36]Nirmala Rao&Barbara E.Moely&John Sachs.(2000)Motivational Beliefs,Study Strategies,and Mathematics Attainment in High-and Low-Achieving Chinese Secondary School Students.Contemporary Educational Psychology 25,287-386
[37] http://www.xiangshu.com/read.php?tid=291774
[38] 胡象岭、李新乡、林国强,《物理学习兴趣量表的设计与分析》[J],物理教师,1998 年第 19 卷第 5 期
[39]胡中锋、李方,《教育测量与评价》[M],广东高等教育出版社,1999:31
[40]高玉祥,《个性心理学概论》[M],陕西人民教育出版社,1985:58
[41]宋新华,《多媒体辅助中学物理课堂教学的问题与对策》[J],中学物理教学参考,2000 年 7 月 第 29 卷第 7 期:55
[42]田兵、施培中,《苗族文学史》[M],贵州人民出版社,1981
[43]潘光华,《中国苗族风情》[M],贵州民族出版社,1990
[44]张泰明,《苗族风俗与风俗传说》[M],黔东南州文化局文物科印,1984
[45]郭华华,《苗族科技文化背景与科学素质教育的探讨——对贵州紫云县苗族调查与研究》, 硕士学位论文, 2005 年
[46]http://www.lmedu.com.cn/Article/FREE_WL/WLZT/SHWL/2005119113104.asp
[48] 令孤荣锋,《水族儿童科学素质调查与研究》[J],贵州师范大学学报(自然科学版),2003 年 7 月 第 21 卷第 4 期:32
[2] 阎金铎,《新世纪版义务教育课程标准实验教科书?物理》[M],北京:北京师范大学出版社,2005
[3] http://www.cycnet.com/zuzhi/dcyjwz/files/15.htm
[4]王道俊、王汉澜主编《教育学》[M],人民教育出版社,1989:178
[5] 张焕庭,《西方资产阶级教育论著选》[M],人民教育出版社,1979:304-306
[6]彭聃龄,《普通心理学》[M],北京师大出版社,1988:127
[7]潘菽,《教育心理学》[M],人民教育出版社,1983:7
[8]陈琦、刘儒德,《当代教育生理学》[M],北京师范大学出版社,1998:134
[9]戴海崎、张锋、陈雪枫,《心理教育测量》[M],暨南大学出版社,2002:371
[10]乔际平,《物理学习心理学》[M],高等教育出版社,1991: 259
[11]刘楚明,《教育学》[M],河海大学出版社,1995: 79
[13]叶澜,《教育研究及其方法》[M],中国科学技术大学出版社,1990
[14] 李伯黍,《教育心理学》[M],华师大出版社,2001: 240-243 [15 伍新春,《高等教育心理学》[M],高等教育出版社,1998: 71-90
[16]章永生,《教育心理学》[M],河北教育出版社,1999:102
[17]罗利建,《人本教育》[M],中国经济出版社,2004:180
[18] 刘典平、于云才,《人的发展与学习》[M],新华出版社,1995:229
[19]杨建业,《玻尔传》[M],长春出版社,1991:15
[20]许良英,《爱因斯坦文集》[M],范岱年编译,北京: 商务印书馆,1976
[22]高玉祥,《个性心理学概论》[M],陕西人民教育出版社,1985:58
[23]章凯,《兴趣与学习:一个正在复兴的研究领域》[J],宁波大学学报,2000 年2 月 第 22 卷第 1 期:27
[24]王铁,《中国大百科全书》[M],教育卷,中国大百科全书出版社,1995:20 一21
[25]张敏强,《教育与心理统计学》[M],人民教育出版社,1993: 6
[26]Hidi S. Interest and its contribution as a mental for learning[J],Review of Education Research,1990,60(4):549-571
[27]施良方,《学习论》[M],人民教育出版社,2001:167
[28]施良方,《学习论》[M],人民教育出版社 2001:220
[29]施良方,《学习论》[M],人民教育出版社 2001:192 [30 章永生,《教育心理学》[M],河北教育出版社,1999:103
[31]章永生,《教育心理学》[M],河北教育出版社,1999:103-104
[32]燕国材,《学习心理学》[M],警官教育出版社,1998:127-132
[33]阎金铎、梁树森,《物理学习论》[M],广西教育出版社出版,1996:37
[34]阎金铎、梁树森,《物理学习论》[M],广西教育出版社出版,1996:37—41
[35]温晶,《物理学习兴趣探究》[J],大连教育学院学报,2006 年 3 月 第 22 卷第 1 期:28
[36]Nirmala Rao&Barbara E.Moely&John Sachs.(2000)Motivational Beliefs,Study Strategies,and Mathematics Attainment in High-and Low-Achieving Chinese Secondary School Students.Contemporary Educational Psychology 25,287-386
[37] http://www.xiangshu.com/read.php?tid=291774
[38] 胡象岭、李新乡、林国强,《物理学习兴趣量表的设计与分析》[J],物理教师,1998 年第 19 卷第 5 期
[39]胡中锋、李方,《教育测量与评价》[M],广东高等教育出版社,1999:31
[40]高玉祥,《个性心理学概论》[M],陕西人民教育出版社,1985:58
[41]宋新华,《多媒体辅助中学物理课堂教学的问题与对策》[J],中学物理教学参考,2000 年 7 月 第 29 卷第 7 期:55
[42]田兵、施培中,《苗族文学史》[M],贵州人民出版社,1981
[43]潘光华,《中国苗族风情》[M],贵州民族出版社,1990
[44]张泰明,《苗族风俗与风俗传说》[M],黔东南州文化局文物科印,1984
[45]郭华华,《苗族科技文化背景与科学素质教育的探讨——对贵州紫云县苗族调查与研究》, 硕士学位论文, 2005 年
[46]http://www.lmedu.com.cn/Article/FREE_WL/WLZT/SHWL/2005119113104.asp
[48] 令孤荣锋,《水族儿童科学素质调查与研究》[J],贵州师范大学学报(自然科学版),2003 年 7 月 第 21 卷第 4 期:32