虚拟实验在中学物理教学中的应用研究
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摘要
随着计算机技术和现代教育技术的迅速发展,虚拟实验技术的应用越来越广泛。虚拟实验作为继理论研究和实验研究之后的第三种科学研究方法,对社会发展和科技进步起着日益重要的作用,代表着科学研究方法的发展方向。
不断深化的教育教学改革对实验教学在培养学生科学研究能力和综合素质方面提出了更高的要求。实验教学的教学内容、教学模式、教学方法亟待革新和完善。虚拟实验技术的成熟发展和实验教学改革的迫切需要使得虚拟实验在教学中的应用从理论研究走向了实际应用。本文正是基于此开发了虚拟实验系统,并将它应用于中学物理实验教学。
本文介绍了国内外虚拟实验的发展状况,分析了虚拟实验的建构主义、混合式学习理论和交互理论等理论基础以及所使用的技术。论文详细阐述了虚拟实验系统从设计到实现的全过程,并选择具有代表性的中学物理实验作为虚拟实验应用研究的对象,重点对虚拟实验在中学物理教学中的应用作了深入分析研究。一方面,虚拟实验应用于教师实验教学,论文介绍了虚拟实验辅助教师实验教学的教学模式和教学设计,并以“凸透镜成像和照相机”实验为例,阐述了虚拟实验辅助教师光学实验教学的实际应用,同时还列举了教师在教学过程中运用虚拟实验突破物理教学难点的案例;另一方面,虚拟实验应用于学生自主探究学习,论文介绍了学生自主探究学习模式和教学设计,并以探究“电路短路问题”实验为例,阐述了虚拟物理实验辅助学生电路学习的实际应用,同时还尝试将虚拟实验与真实实验有机结合更好地进行实验探究。两方面应用效果分析表明,使用虚拟实验辅助实验教学,有益于提高教师的教学质量,增强学生的自主学习能力。
最后,本文对虚拟实验在中学物理教学中的应用研究工作进行了认真总结,提出了进一步研究的方向。
With the improvement of computer and modern educational technologies, virtual experiment technology is rapidly developed and being widely used. The virtual experiment, which is considered as the third research method following theoretical and experimental investigation, shows an important direction for the scientific research technique. Moreover, it also plays an increasing role in social development and science and technology at present.
Experimental teaching, for example, teaching content, teaching mode and teaching method, needs to be innovated and consummated because a higher requirement on the ability of scientific research and diathesis of students has been recently presented from teaching innovation. The latest development of the virtual experiment technology and strong demands of experimental innovation make the virtual experiment undergo a dynamic process from theoretical research to practical research. Based on this, this paper explores a system of virtual experiment and applies it into practice in the teaching of physics.
The paper introduces the development of virtual experiment around the world, then analyses the theoritical basis of it, such as constructivism, blended learning and interactive theory, and its technological base. The paper elaborates the entire process of virtual experiment’s system from its design to realization in details. Middle school physical experiments, which are typical in the present middle school education, have been choused as the research object of the virtual experiment instruction and analyses the application result. On the one hand, the application of virtual experiment in helping experimental teaching by teachers. The teaching mode and its teaching design have been discussed. A project named as“the convex lens image formation and the camera”is well designed and applied in the teacher’s optics teaching. Meanwhile the virtual experiments have been utilized by the teacher to break through the difficulty in physics teaching and gives cases accordingly. On the other hand, the application of virtual experiments in helping“inquiry-based learning autonomy”, the studying mode and the teaching design have been discussed. A project named as“the question of the electric circuit short”is well designed and applied in the inquiry-based learning autonomy. Meanwhile, it attempts to well integrate the virtual experiments and real experiments in order to help students with inquiring experiments and gives cases accordingly. The analyses of both aspects’application effect shows that with the help of virtual experiments, the quality of instruction can be improved and the capability of student’s auto-inquiry can be better developed.
Finally, we summarized the virtual experiment research work in the middle school physics teaching, and proposed further studies direction.
不断深化的教育教学改革对实验教学在培养学生科学研究能力和综合素质方面提出了更高的要求。实验教学的教学内容、教学模式、教学方法亟待革新和完善。虚拟实验技术的成熟发展和实验教学改革的迫切需要使得虚拟实验在教学中的应用从理论研究走向了实际应用。本文正是基于此开发了虚拟实验系统,并将它应用于中学物理实验教学。
本文介绍了国内外虚拟实验的发展状况,分析了虚拟实验的建构主义、混合式学习理论和交互理论等理论基础以及所使用的技术。论文详细阐述了虚拟实验系统从设计到实现的全过程,并选择具有代表性的中学物理实验作为虚拟实验应用研究的对象,重点对虚拟实验在中学物理教学中的应用作了深入分析研究。一方面,虚拟实验应用于教师实验教学,论文介绍了虚拟实验辅助教师实验教学的教学模式和教学设计,并以“凸透镜成像和照相机”实验为例,阐述了虚拟实验辅助教师光学实验教学的实际应用,同时还列举了教师在教学过程中运用虚拟实验突破物理教学难点的案例;另一方面,虚拟实验应用于学生自主探究学习,论文介绍了学生自主探究学习模式和教学设计,并以探究“电路短路问题”实验为例,阐述了虚拟物理实验辅助学生电路学习的实际应用,同时还尝试将虚拟实验与真实实验有机结合更好地进行实验探究。两方面应用效果分析表明,使用虚拟实验辅助实验教学,有益于提高教师的教学质量,增强学生的自主学习能力。
最后,本文对虚拟实验在中学物理教学中的应用研究工作进行了认真总结,提出了进一步研究的方向。
With the improvement of computer and modern educational technologies, virtual experiment technology is rapidly developed and being widely used. The virtual experiment, which is considered as the third research method following theoretical and experimental investigation, shows an important direction for the scientific research technique. Moreover, it also plays an increasing role in social development and science and technology at present.
Experimental teaching, for example, teaching content, teaching mode and teaching method, needs to be innovated and consummated because a higher requirement on the ability of scientific research and diathesis of students has been recently presented from teaching innovation. The latest development of the virtual experiment technology and strong demands of experimental innovation make the virtual experiment undergo a dynamic process from theoretical research to practical research. Based on this, this paper explores a system of virtual experiment and applies it into practice in the teaching of physics.
The paper introduces the development of virtual experiment around the world, then analyses the theoritical basis of it, such as constructivism, blended learning and interactive theory, and its technological base. The paper elaborates the entire process of virtual experiment’s system from its design to realization in details. Middle school physical experiments, which are typical in the present middle school education, have been choused as the research object of the virtual experiment instruction and analyses the application result. On the one hand, the application of virtual experiment in helping experimental teaching by teachers. The teaching mode and its teaching design have been discussed. A project named as“the convex lens image formation and the camera”is well designed and applied in the teacher’s optics teaching. Meanwhile the virtual experiments have been utilized by the teacher to break through the difficulty in physics teaching and gives cases accordingly. On the other hand, the application of virtual experiments in helping“inquiry-based learning autonomy”, the studying mode and the teaching design have been discussed. A project named as“the question of the electric circuit short”is well designed and applied in the inquiry-based learning autonomy. Meanwhile, it attempts to well integrate the virtual experiments and real experiments in order to help students with inquiring experiments and gives cases accordingly. The analyses of both aspects’application effect shows that with the help of virtual experiments, the quality of instruction can be improved and the capability of student’s auto-inquiry can be better developed.
Finally, we summarized the virtual experiment research work in the middle school physics teaching, and proposed further studies direction.
引文
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[30] 万宁.基于虚拟场景的实验教学课件设计与开发——以《多媒体投影教学系统》课件开发为例[D].四川师范大学硕士学位论文.2007:85-86
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[35] 郭锂,徐晓东.基于网络的校际协作学习中 E-Protfolio 学习评价的设计[J].中国电化教育,2003,12:72-73
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[37] 陶洪.物理实验论[M].南宁:广西教育出版社,1998:23-28
[38] 刘晶等,虚拟与现实——关于理工科实验室建设若干问题的思考[J],工矿自动化,2003(2):21-22
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[2] [DB/OL]http://www.chinainfo.gov.cn/data/200506/1_20050615_112456.html 中国科技信息:科技革命:牛顿的综合.
[3] 赵时亮.虚拟实验:从思想实验到虚拟现实[J].科学技术与辩证法.1999(6):21-25
[4] 王桢.中学信息化与学科课程整合研究[J].实验教学与仪器,2005(11):34-36
[5] 王洪录.现代教育技术[M].北京:高等教育出版社,2004.241
[6] [DB/OL]http://web.mit.edu/newsoffice/2001/weblab.html 麻省理工大学微电子在线实验室
[7] [DB/OL]http://www.laaphysics.org/
[8] 朱庆松.基于 Internet 的 EDA 虚拟实验室[D].陕西:西安科技大学硕士学位论文 2006
[9] 中国 21 世纪议程管理中心.Internet 与可持续发展网络实用教程[M].北京:科学出版社.1998
[10] 汪诗林,吴泉源.开展虚拟实验系统的研究和应用[J].计算机工程与科学,2000(2):33-35
[11] [DB/OL]http://algorithmicbotany.org/virtual_laboratory/ 加拿大卡尔加里大学网
[12] 单美贤,李艺.虚拟实验原理与教学应用[M].北京:教育科学出版社.2005
[13] [DB/OL]http://www.codata.org/codata/conference/aficaweb/Committee on Data for Science and Technology
[14] I·牛顿.自然哲学之数学原理· 宇宙体系[M].武汉出版社.1992:559
[15] 范岱年,赵中立,许良英译.爱因斯坦文集第二卷[M].商务印务馆.1976:133
[16] 单美贤,李艺.虚拟实验原理与教学应用[M].北京:教育科学出版社.2005
[17] [DB/OL]http://tech.enorth.com.cn/kxts/wjzm/00211552.html 北方网:科技无限
[18] 李锦涛,刘国香.虚拟环境技术[M].中国铁道出版社,1996:156
[19] 黎加厚,余胜泉,吴娟.信息技术与课程整合——网络时代的教学模式与方法[M].上海:上海教育出版社,2005:47
[20] 张筱兰.信息技术与课程整合的理论与方法[M].北京:民族出版社,2004:144
[21] 张筱兰.信息技术与课程整合的理论与方法[M].北京:民族出版社,2004:144-145
[22] [DB/OL]http://wbt.psu.edu/Docs/blendingWBintoILT.htm 美国宾夕法尼亚大学州立大学网
[23] [DB/OL]http://www.arches.uga.edu/~mikeorey/blendedLearning/ 美国佐治亚大学网
[24] [DB/OL]http://www.zbedu.net/jeast/cat_ieinee.html 东行记 jiahou’s blog(黎加厚老师的blog)
[25] 陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育.2004(3)
[26] 韩小春.FlashMX2004 软件在积件设计中的应用[J].中国电化教育,2004(214):83
[27] 单美贤.虚拟实验系统在教学中的应用探析[D].南京师范大学硕士学位论文.2002:33
[28] 张占哲,雷冀南.基于现代教育技术的真实测量型虚拟实验系统的构建[J].郑州轻工业学院学报(自然科学版).2006( 3):92
[29] 吴芳.大学物理实验网络教学支撑平台设计及关键技术研究[D].重庆大学硕士学位论文.2004:10
[30] 万宁.基于虚拟场景的实验教学课件设计与开发——以《多媒体投影教学系统》课件开发为例[D].四川师范大学硕士学位论文.2007:85-86
[31] 豆宏健.教学设计中教学目标的分类与表述[J].甘肃联合大学学报(社会科学版),2004,20(3):77
[32] 教学设计的基本过程[DB /OL].http://www.pee.com.cn/200410/ca633397.htm
[33] 赵阳.从学习迁移理论分析建筑系一年级的课程教学[J].南方建筑,2003(2):48
[34] 齐丹,王洪录.信息技术条件下的学习资源设计[J].中小学电教,2004(2):61
[35] 郭锂,徐晓东.基于网络的校际协作学习中 E-Protfolio 学习评价的设计[J].中国电化教育,2003,12:72-73
[36] 张筱兰.信息技术与课程整合的理论与方法[M].北京:民族出版社,2004:147-148
[37] 陶洪.物理实验论[M].南宁:广西教育出版社,1998:23-28
[38] 刘晶等,虚拟与现实——关于理工科实验室建设若干问题的思考[J],工矿自动化,2003(2):21-22
[39] 姚文忠,物理教学及其心理学研究[M].浙江:杭州大学出版社,1991.105
[40] Ray West 等著,李明等译,Dreamweaver MX(中文版)完全参考[M].北京:清华大学出版社,2003
[41] Robert Reinhardt 等著,曹铭等译,Flash MX 宝典[M].北京:电子工业出版社,2003
[42] 黄刚,于林:《Macromedia Flash MX Actionscript 标准教程》,北京:希望电子出版社 2002
[43] 方其桂等著,中文版 Flash Mx2004 课件制作百例[M].北京:清华大学出版社,2005
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