【作者】 王瑞；

【导师】 黄文登； 刘保华；

【作者基本信息】 陕西理工大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 在培养学生的创新思维方面,高中物理起着非常重要的作用。在传统教学中,课前环节,物理教师常以教学经验为依据进行相关的教学设计,难以顾及到学生的个体差异性。课中环节,授课形式多为“粉笔+黑板”,教学方法以讲授法为主,教学形式单一,师生的有效交流一般局限于课堂上的45分钟。课后环节,教师无法及时获取学生的反馈信息,难以及时解决学生在作业中遇到的问题,容易导致学生问题堆积。由此看来,传统的教学模式是存在弊端的。随着信息技术的发展,为了弥补传统教学模式中存在的不足,“互联网+教育”这一理念被推上了现代教育的舞台。信息化的高中物理课堂教学模式一定程度上可以弥补传统教学的不足,但作为一种新型的教学模式,不管是在教育理论研究,还是在实际应用上,都会遇到一些新问题,特别是信息化技术支持下的高中物理课堂教学模式的构建及其应用中应注意的相关问题,这些问题还需要教育工作者不断深入研究。为了对相关问题做进一步研究,首先,本文研究了信息技术支持下的高中物理教学模式。信息技术支持下的高中物理教学模式包含有课前、课中、课后三个阶段,课前可以为学生创设高中物理的学习情境,还可以收集学生课前预习的相关数据,将信息汇总作为教师进行教学设计的参考;课中可以活跃教学氛围、加强师生沟通,帮助学生完成对物理知识的深度学习;课后可以对学生的学习情况进行跟进,借助微课进行个性化辅导,通过层层递进的方式让学生熟练掌握所学知识。在信息技术不断融入高中物理课堂的同时,这种新型的教学模式一定程度解决了传统教学模式中的不足,但也对传统的教学质量评价方式提出了挑战,如何改进传统的教学质量评价方式,结合学科特点对信息技术支持下的高中物理课堂的教学质量进行科学有效的评价也成为了急需解决的问题。其次,根据信息技术支持下的高中物理课堂面对的新问题,本文对信息技术支持下的高中物理教学质量评价进行了研究。根据教育学中专业化的评价指标,结合新型课堂教学模式的特点,本文从教师和学生两个角度出发制定了全面、专业化的教学质量评价指标,指标建立后还根据实际情况探讨了评价指标在实际应用中应注意的几点事项。新型评价指标的建立对教学效果的评价更加全面,让教学质量评价不再只依靠于分数,不同学校也可以根据实际情况选择对应等级的评价指标来对教学效果进行合理评价,这样既能做到对学生的全面评价,又能够在学生的最近发展区内,用合理的评价指标激励学生不断进步。最后,根据设计的高中物理教学模式以《牛顿第一定律率》为例进行了实验课的教学设计,并在汉中市南郑区南郑中学进行了教学实践,通过实践验证了信息技术支持下的高中物理教学模式在实际教学中的可行性,教学实践完成后向听课教师讲解了本文制定的教学质量评价标准,并请他们运用制定的教学质量评价体系对实践课进行教学质量评价,评价结果表明新型教学模式与传统教学模式相比,在实际教学中优势明显。本文的研究能够一定程度上弥补传统教学中存在的不足,能够为信息技术与高中物理学科的整合提供一定参考,促进高中物理课堂的教育信息化发展。更多还原

【Abstract】 High school physics plays a very important role in cultivating students’ innovative thinking.In traditional teaching,physics teachers often make relevant teaching design based on teaching experience before class,and it is difficult to take into account the individual differences of students.During the course,the teaching method is mostly "chalk +blackboard".The teaching method is mainly based on the teaching method.The teaching method is single.The effective communication between teachers and students is generally limited to 45 minutes in the classroom.In the after-class session,teachers cannot obtain feedback from students in time,and it is difficult to solve the problems encountered by students in their homework in time,which can easily lead to accumulation of student problems.From this point of view,the traditional teaching model has drawbacks.With the development of information technology,in order to make up for the shortcomings in the traditional teaching model,the concept of "Internet + education" has been pushed onto the stage of modern education.The information-based high school physics classroom teaching model can make up for the shortcomings of traditional teaching to a certain extent,but as a new type of teaching model,whether it is in educational theory research or practical application,it will encounter some new problems,especially information The construction of the high school physics classroom teaching mode supported by the technology and the related issues that should be paid attention to in its application,these issues need to be continuously studied by educators.In order to do further research on related issues,first of all,this paper studies the high school physics teaching mode supported by information technology.The high school physics teaching model supported by information technology includes three stages: pre-class,in-class,and after-class.Before class,students can create high school physics learning situations,and they can also collect relevant data from students’ pre-class preparations,and summarize the information as Teachers make reference for teaching design;in class,they can activate the teaching atmosphere,strengthen teacher-student communication,and help students complete in-depth learning of physics knowledge;after class,they can follow up on students’ learning and use micro-classes for personalized guidance.The step-by-step approach allows students to master the knowledge they have learned proficiently.While information technology is continuously being integrated into high school physics classrooms,this new teaching model has solved the shortcomings of the traditional teaching model to a certain extent,but it also poses a challenge to the traditional teaching quality evaluation method.How to improve the traditional teaching quality evaluation method? Combining the characteristics of disciplines to scientifically and effectively evaluate the teaching quality of high school physics classes supported by information technology has also become a problem that needs to be solved urgently.Secondly,according to the new problems faced by high school physics classes supported by information technology,this article studies the quality evaluation of high school physics teaching supported by information technology.According to the evaluation indicators of professionalization in pedagogy,combined with the characteristics of the new classroom teaching mode,this article has formulated comprehensive and professional teaching quality evaluation indicators from the perspectives of teachers and students.After the indicators are established,the evaluation indicators are also discussed according to the actual situation.A few things that should be paid attention to in actual application.The establishment of new evaluation indicators makes the evaluation of teaching effect more comprehensive,so that the evaluation of teaching quality no longer only depends on scores.Different schools can also choose the corresponding grade evaluation index to evaluate the teaching effect reasonably according to the actual situation.The comprehensive evaluation of students can use reasonable evaluation indicators to motivate students to make continuous progress in the most recent development area of the students.Finally,according to the designed high school physics teaching model,the teaching design of the experimental course was carried out using "Newton’s First Law Rate" as an example,and the teaching practice was carried out in Nanzheng Middle School,Nanzheng District,Hanzhong City,which verified through practice under the support of information technology The feasibility of the high school physics teaching model in actual teaching.After the teaching practice is completed,the teacher explained the teaching quality evaluation standards formulated in this article,and asked them to use the established teaching quality evaluation system to evaluate the teaching quality of the practical courses,and the evaluation results It shows that the new teaching model has obvious advantages in actual teaching compared with the traditional teaching model.The research in this article can make up for the shortcomings of traditional teaching to a certain extent,can provide a reference for the integration of information technology and high school physics,and promote the development of educational informatization in high school physics classrooms.更多还原