新课标下初高中物理教学衔接问题研究
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摘要
课程标准是教材编写、课堂教学、教学评估和考试命题的依据,是国家管理和评价课程的基础。新课标对物理教学提出了新的要求:提出了“知识与技能、过程与方法、情感态度与价值观”的三维目标。
新课改下,从初中科学到高中物理课程,在教学内容、教学要求、教学方法等方面都有很大的跨度;由于学生发展的差异性和初高中学习要求的不同,学生在升入高中后相当长一段时期内出现教与学的不适应现象。因此,开展初高中物理教学衔接问题研究具有很重要的意义。
本文首先分析了目前我国新课程改革的概况和初高中物理教学衔接工作的现状,结合相关理论研究,以教育学和心理学为指导,系统地分析了目前初高中物理教学衔接工作中所出现的问题,针对存在的问题提出了物理教学衔接的相关建议,并对具体的初高中物理教学衔接案例进行了设计、分析和实践,最后对教学实践结果进行了总结与反思。
笔者认为要搞好物理教学衔接工作,教师必须实践终身学习的教育理念,不断学习现代教育理论,掌握现代教育技术,不断提高知识水平和教学技能,密切关注教育改革,才能有效地搞好物理教学衔接工作。
Curriculum standard is the gist for compiling teaching materials, classroom teaching ,teaching evaluation and exams arranging, and it is also a foundation for managing and estimating the curriculum to the national extent. New Curriculum Standard has made new demands for physics teaching, putting forward the three-dimensional targets including "knowledge and skills, process and methods, emotional attitude and values".
Under the new curriculum reform, from science curriculum in junior high school to physical curriculum in senior high school, the teaching content, teaching requirements, teaching methods and other aspects exists big-span. Because of the differences in the student's development and in the learning requirements at different period, students appear some maladjustment in physics learning for a long period of time evev after they enter senior high school. Therefore, carrying out the link-up problem of physics teaching between junior high school and senior high school research has a very important significance.
In this thesis, firstly, present situation of the link-up problem in physics teaching between junior high school and senior high school has been analyzed. Combing with the research on some relative theory and guided with education and psychology theory, the link-up problem currently emerged in physics teaching between junior high school and senior high school has been analyzed by the numbers. Forcusing on the problems, some suggestion has been given and the idiographic teaching design, analysis and practice about the link-up problem in physics teaching between junior high school and senior high school has been provided. Finally, the results of teaching practice are summarized and reviewed.
In order to do a good job in the link-up problem of physics teaching, teachers must practice the educational concept of lifelong learning, learning modern educational theory, mastering modern educational technology, and constantly improve the level of knowledge and teaching skills, pay close attention to education reform. Ony in this way can we effectively do a good job about the physics teaching link-up work.
新课改下,从初中科学到高中物理课程,在教学内容、教学要求、教学方法等方面都有很大的跨度;由于学生发展的差异性和初高中学习要求的不同,学生在升入高中后相当长一段时期内出现教与学的不适应现象。因此,开展初高中物理教学衔接问题研究具有很重要的意义。
本文首先分析了目前我国新课程改革的概况和初高中物理教学衔接工作的现状,结合相关理论研究,以教育学和心理学为指导,系统地分析了目前初高中物理教学衔接工作中所出现的问题,针对存在的问题提出了物理教学衔接的相关建议,并对具体的初高中物理教学衔接案例进行了设计、分析和实践,最后对教学实践结果进行了总结与反思。
笔者认为要搞好物理教学衔接工作,教师必须实践终身学习的教育理念,不断学习现代教育理论,掌握现代教育技术,不断提高知识水平和教学技能,密切关注教育改革,才能有效地搞好物理教学衔接工作。
Curriculum standard is the gist for compiling teaching materials, classroom teaching ,teaching evaluation and exams arranging, and it is also a foundation for managing and estimating the curriculum to the national extent. New Curriculum Standard has made new demands for physics teaching, putting forward the three-dimensional targets including "knowledge and skills, process and methods, emotional attitude and values".
Under the new curriculum reform, from science curriculum in junior high school to physical curriculum in senior high school, the teaching content, teaching requirements, teaching methods and other aspects exists big-span. Because of the differences in the student's development and in the learning requirements at different period, students appear some maladjustment in physics learning for a long period of time evev after they enter senior high school. Therefore, carrying out the link-up problem of physics teaching between junior high school and senior high school research has a very important significance.
In this thesis, firstly, present situation of the link-up problem in physics teaching between junior high school and senior high school has been analyzed. Combing with the research on some relative theory and guided with education and psychology theory, the link-up problem currently emerged in physics teaching between junior high school and senior high school has been analyzed by the numbers. Forcusing on the problems, some suggestion has been given and the idiographic teaching design, analysis and practice about the link-up problem in physics teaching between junior high school and senior high school has been provided. Finally, the results of teaching practice are summarized and reviewed.
In order to do a good job in the link-up problem of physics teaching, teachers must practice the educational concept of lifelong learning, learning modern educational theory, mastering modern educational technology, and constantly improve the level of knowledge and teaching skills, pay close attention to education reform. Ony in this way can we effectively do a good job about the physics teaching link-up work.
引文
[1]全国第二届课程学术研讨会暨全国课程专业委员会年会综述全国课程专业委员会秘书处,21 世纪中国课程研究和改革发展,http://www,edu.cn\20020702\3060538,shtml;
[2]课程教材研究所,新一轮基础教育课程改革的背景,http://www,pep.com.cn/kcs/kcsgl/xhdt/hycg/200306/t20030618_29057.ht m;
[3]张礼,近代物理学进展[M],北京:清华大学出版社,1997;
[4]荆亚玲,物理科学[J],物理教师,2005(12);
[5]中华人名共和国教育部制订,全日制义务教育科学(7-9年级)课程标准(实验稿)[M],北京:北京师范大学出版社,2005;
[6]廖伯琴,普通高中物理课程标准解读[M],武汉:湖北教育出版社,2004;
[7]徐光杰,对初高中物理衔接教学的反思[J],成都教育学院学报,2001(9);
[8]美布鲁克斯著、范伟译,建构主义课堂教学案例[M],北京:中国轻工业出版社,2005;
[9]吴立岗、夏惠贤,现代教学论基础[M],南宁:广西教育出版社,2004;
[10]王道俊、王汉澜,教育学[M],北京:人民教育出版社,2005;
[11]苏巴班斯基著、吴文侃等译,20世纪苏联教育经典译丛:论教学过程最优化[M],北京:教育科学出版社,2001;
[12]施良方,课程理论[M],北京:教育科学出版社,2005:
[13]罗明东等,教育技术学基础[M],北京:科学出版社,2007;
[14]武淑清、王晓宇,关于初高中物理衔接的一点思考[J],教育实践与研究·中学版,2007(11);
[15]教育部基础教育司组织,全日制义务教育科学(7-9)课程标准解读[M],武汉:湖北教育出版社,2005;
[16]中华人民共和国教育部制订,全日制普通高级中学物理教学大纲,北京:人民教育出版社,2006;
[17]黄洪杰,新课程初高中物理教学衔接问题初探[J],当代教育论坛,2006(16);
[18]张永红,浅谈新课程下初高中物理教学的衔接[J],宿州教育学院学报,2004(3):
[19]莫宝坚,激发初中学生学习物理的积极情感[J],基础教育研究,2006(3);
[20]王国文,教师应重视培养学生良好的学习习惯[J],承德民族职业技术学院学报,2004(2):
[21]张大均,教育心理学[M],北京:人民教育出版社,2004;
[22]严胜利,从认知同化学习理论看物理概念教学[J],周楼师范高等专科学校学报,2001(5);
[23]钟秉林,积极推进教学方法和教学手段的改革[J],教学与教材研究,1999(3);
[24]杨振宁,读书教学四十年[M],北京:新华书店北京发行所发行,2007;
[25]董华,注重大学生思维能力的培养[J],化工高等教育,2003(1);
[26]刘胜详、崔鸿,科学[M],武汉:武汉出版社,2006;
[27]刘胜详、崔鸿,科学·教师教学指南[M],武汉:武汉出版社,2006;
[28]人民教育出版社物理室,全日制普通高级中学教科书物理[M],北京:人民教育出版社,2004:
[29]人民教育出版社物理室,全日制普通高级中学物理第一册教师教学用书[M],人民教育出版社,2004;
[30]梁方、梁云霞,结构注意教学理论对基础教育课程改革的启示[J],当代教育论坛,2006(2):
[2]课程教材研究所,新一轮基础教育课程改革的背景,http://www,pep.com.cn/kcs/kcsgl/xhdt/hycg/200306/t20030618_29057.ht m;
[3]张礼,近代物理学进展[M],北京:清华大学出版社,1997;
[4]荆亚玲,物理科学[J],物理教师,2005(12);
[5]中华人名共和国教育部制订,全日制义务教育科学(7-9年级)课程标准(实验稿)[M],北京:北京师范大学出版社,2005;
[6]廖伯琴,普通高中物理课程标准解读[M],武汉:湖北教育出版社,2004;
[7]徐光杰,对初高中物理衔接教学的反思[J],成都教育学院学报,2001(9);
[8]美布鲁克斯著、范伟译,建构主义课堂教学案例[M],北京:中国轻工业出版社,2005;
[9]吴立岗、夏惠贤,现代教学论基础[M],南宁:广西教育出版社,2004;
[10]王道俊、王汉澜,教育学[M],北京:人民教育出版社,2005;
[11]苏巴班斯基著、吴文侃等译,20世纪苏联教育经典译丛:论教学过程最优化[M],北京:教育科学出版社,2001;
[12]施良方,课程理论[M],北京:教育科学出版社,2005:
[13]罗明东等,教育技术学基础[M],北京:科学出版社,2007;
[14]武淑清、王晓宇,关于初高中物理衔接的一点思考[J],教育实践与研究·中学版,2007(11);
[15]教育部基础教育司组织,全日制义务教育科学(7-9)课程标准解读[M],武汉:湖北教育出版社,2005;
[16]中华人民共和国教育部制订,全日制普通高级中学物理教学大纲,北京:人民教育出版社,2006;
[17]黄洪杰,新课程初高中物理教学衔接问题初探[J],当代教育论坛,2006(16);
[18]张永红,浅谈新课程下初高中物理教学的衔接[J],宿州教育学院学报,2004(3):
[19]莫宝坚,激发初中学生学习物理的积极情感[J],基础教育研究,2006(3);
[20]王国文,教师应重视培养学生良好的学习习惯[J],承德民族职业技术学院学报,2004(2):
[21]张大均,教育心理学[M],北京:人民教育出版社,2004;
[22]严胜利,从认知同化学习理论看物理概念教学[J],周楼师范高等专科学校学报,2001(5);
[23]钟秉林,积极推进教学方法和教学手段的改革[J],教学与教材研究,1999(3);
[24]杨振宁,读书教学四十年[M],北京:新华书店北京发行所发行,2007;
[25]董华,注重大学生思维能力的培养[J],化工高等教育,2003(1);
[26]刘胜详、崔鸿,科学[M],武汉:武汉出版社,2006;
[27]刘胜详、崔鸿,科学·教师教学指南[M],武汉:武汉出版社,2006;
[28]人民教育出版社物理室,全日制普通高级中学教科书物理[M],北京:人民教育出版社,2004:
[29]人民教育出版社物理室,全日制普通高级中学物理第一册教师教学用书[M],人民教育出版社,2004;
[30]梁方、梁云霞,结构注意教学理论对基础教育课程改革的启示[J],当代教育论坛,2006(2):