【作者】 李凯；

【导师】 胡炳元；

【作者基本信息】 华东师范大学 ， 学科教育， 2012， 博士

【摘要】 西藏中学物理教学是我国中学物理教学的有机组成部分,是民族中学物理教学最具典型的代表,是中学物理教学史上发展最快、办学难度最大的地区之一。西藏中学物理教学取得了历史性的变化和成就,培养、锻炼了一批高等物理人才和大批民族中学物理教师,提高了西藏经济社会发展所需要的、数以万计的建设者和劳动者的科学素质和科学知识。目前,西藏中学物理教学仍面临着诸多挑战和困难,学生基础良莠不齐,流失情况普遍存在,物理教师的素质、能力还不能适应学生学习的需求,物理教材内容的适切性还有待提高,教学语言有效性偏低,物理教学质量总体处于较低水平。对国内、外学习理论进行了系统研究与反思。利用学习理论深刻地剖析了西藏中学物理教学,揭示了西藏中学物理教学面临的主要矛盾。研究西藏中学物理教学可以构建一套民族中学物理教学理论、课程理论、学习心理学理论、语言认知理论、少数民族术语学理论、双语物理教学理论和民族物理教学研究方法,具有极高的学术价值和政治价值。通过理性思考,不断聚焦,最终将本论文的研究内容定位于西藏中学物理教学中的术语教学研究,制定了科学、合理的研究思路和方案。第一章对汉、藏物理术语的建设和国内、外术语学理论进行了研究。物理学名词审定委员会成立,出版了汉语版《物理学名词》。多语种双语物理学工具书得到编纂和出版。人民教育出版社编写、出版了汉语版《中学物理》教材14套,这标志着汉语物理术语建设达到了一定的水平和高度。全国术语标准化技术委员会少数民族语分技术委员会藏语工作委员会成立,致力于藏语术语的研究工作。西藏中学物理教学的诞生标志着藏语物理术语建设开始,藏语工作者编纂、出版了《藏汉对照辞典》、《汉藏对照词典》,收录了部分物理学术语。民族物理工作者编辑、出版了《自然科学词典藏汉英物理学词典》、《汉藏英对照自然科学名词术语丛书物理学》和藏语版《中学物理》教材,这标志着藏语物理术语得到了快速发展。少数研究者研究了藏语术语的使用、创制、规范和统一等问题,但是专门从事藏语物理术语的研究尚处于空白状态。通过回顾我国术语建设和发展的历史,进一步系统、全面地研究了国内、外术语学理论和术语工作实践。第二章对汉语物理术语的重要性等级和熟悉性等级进行了调查和分析。编制了中学物理教师使用的《初中物理术语重要性等级调查表》,对34位西藏中学物理教师进行了调查,调查发现“重要等级”、“一般等级”、“不重要等级”类物理术语所占比例分别为85%、14.5%和0.5%。编制了中学生使用的《中学物理术语熟悉性等级调查表》,对18个班级的698名初中学生进行了调查,调查发现藏族中学生对汉语物理术语的熟悉性等级特征为：“非常熟悉”、“比较熟悉”、“熟悉”、“一般”、“不熟悉”、“比较不熟悉”、“非常不熟悉”类汉语物理术语所占比例分别为0.6%、10%、38.9%、36.1%、14.2%、0.2%和0%。西藏中学物理教师对汉语物理术语认识的重要性水平等级和藏族中学生对汉语物理术语掌握的熟悉性水平等级将作为对藏族中学生进行汉语物理术语测试的两个重要参数。第三章对汉、藏物理术语进行了系统梳理和异化表征实践研究。在借鉴国外术语学研究方法的基础上,构建了藏语物理术语系统梳理的方法。在借助汉藏工具书、汉藏英物理工具书的基础上,以汉语物理术语为参照,对藏物理术语进行了系统梳理,以人教版物理教材章节为主题,用汉、藏对比的形式进行呈现；组织8位具有藏汉双语能力的物理高级教师花费大量时间对所翻译的藏语物理术语进行了逐一、认真的研讨,收集了8位民族物理教师提出的177个异化藏语物理术语,并进行了异化藏语物理术语的表征。最后请1位藏语文高级教师花费大量时间对所有藏语物理术语进行了藏文语法的把关和审核。第四章对异化藏语物理术语的规范理论和实践进行了研究。在国外术语规范理论的基础上,构建了藏语物理术语的规范理论和原则。界定了语义的概念,分析了藏语词汇的语义结构模式,提出了藏语词汇语义分析的具体方法。利用藏语词汇语义分析方法,对165个异化藏语物理术语进行了语义的比较和甄别,筛选出了与汉语物理术语语义最为符合的藏语物理术语。另外,对12个空缺藏语物理术语进行了创制。第五章对西藏中学物理术语教学的理论进行了研究。通过对藏族中学生汉语物理术语阅读测试,发现了藏族中学生在学习物理过程中遇到的特殊困难。通过对藏族中学生汉、藏物理术语联想测试,分析得出了汉、藏物理术语的心理词库结构与特征,构建了汉、藏物理术语心理词库的结构模型。通过对藏族中学生汉、藏物理概念的理解与表达测试,分析得出了汉、藏物理术语与物理概念的通达机制,进一步构建了汉、藏物理术语与物理概念的通达机制模型。通过梳理、研究西藏中学物理教学的发展历史,得出了汉、藏物理术语教学使用模式的特征。通过汉、藏物理教师课堂教学现状调查,得出了汉、藏物理教师术语教学的共同特征。在上述理论分析的基础上,进一步论证了汉、藏物理术语教学的可行性。第六章进行了汉、藏物理术语教学的实证研究。通过对双语教育、双语教学的概念辨析,界定了双语教育、双语教学、第二语言教学和“第二语言”学科教学等内涵,并对国外“第二语言”学科教学模式进行了阐述。通过对“教学”、“术语”、“物理术语”、“物理术语教学”概念的阐述,提出了“汉、藏物理术语教学模式”这一概念。经过对汉、藏物理术语教学实验内容的精心设计,通过汉、藏物理术语教学实验,借助现代多媒体教学手段,利用课堂纸笔检测,收集了汉、藏物理术语教学数据,通过统计分析,得出了汉、藏物理术语教学实验结论。通过对汉、藏物理术语教学实验结论的深入分析,从教学层面验证了藏族中学生汉、藏物理术语的心理词库结构模型。最后,提出了对西藏中学物理术语教学可供参考和借鉴的启示和建议。更多还原

【Abstract】 Physics teaching in Tibetan middle schools is the organic part of physics teaching in the middle schools in our country, is the most typical representative among physics teaching in national middle schools, is one of the area with the fastest development and the greatest difficulty in the history of physics teaching in the middle schools. The physics teaching in Tibetan middle schools gets change and achievement of historic significance, brings up and exercises groups of senior talents in physics and physics teachers in the middle schools for nationalities to meet the demands of physics teaching in Tibetan middle schools, improves thousands of constructors’and labors’scientific literacy and scientific knowledge for Tibetan economic and social development. At present, the physics teaching in Tibetan middle schools still faces many challenges and difficulties, for example, the good and the bad students are intermingled, the dropout of the students is a commonplace, the quality and the ability of the physics teachers cannot meet the demands of students’study, the applicableness of physics textbooks are to be improved, the efficiency of teaching language is low and the physics teaching quality is always low. The domestic and foreign learning theory is systematically studied and rethought. The physics teaching in the Tibetan middle schools was analyzed deeply through the learning theory and some principal contradictions the physics teaching in the Tibetan middle schools is facing are put forward A study on physics teaching in Tibetan middle schools can construct a set of physics teaching theory, curriculum theory, learning psychology theory, cognition theory of language, terminology theory of minority, bilingual physics teaching theory and the research methods on physics teaching of minority, and so has a high academic and political value. Through a rational consideration and continuous focusing, the most emphasis of this thesis is on terminology teaching research in physics teaching in Tibetan middle schools, by setting up scientific and reasonable train of thought and proposal of study.Chapter1study the construction of the Chinese-Tibetan physics terminology and the domestic and foreign terminological theories. Physics Noun Evaluation Committee was set up to publish the book physics noun in Chinese version. Bilingual physics reference books was compiled and published by two different sort of language. People Education Press compiled and published14sets of Middle Schools Physics Textbook in Chinese version, which to some extent marks a high level in the construction of Chinese physics terminology. The Tibetan Language Work Committee of the Ethnic Language Sub-committee of the National Terminology Standardization Technical Committee founded to commit to Tibetan research work. The birth of physics teaching in Tibetan middle schools signified the beginning of Tibetan physics terminology construction, and the Tibetan language workers edited and published Chinese-Tibetan Dictionary, Tibetan-Chinese Dictionary collecting some physics terminology. The ethnic workers on physics compiled and published Science Dictionary:Tibetan-Chinese-English physics Dictionary, Chinese-Tibetan-English Natural Science’s Terminology Series.physics and Middle Schools Physics Textbook in Tibetan, all of which represented fast development of Tibetan physics terminology. A small number of researchers made a research of the use, creation, criteria and unification of Tibetan terminology, but there is still a blank space in the special study on Tibetan physics terminology. Based on the history of our country’s terminology construction and development in China, The domestic and foreign terminological theory and terminology work practice was studied systematically and comprehensively.Chapter2investigates and analysis on the important and familiar level of the Chinese physics terminology. A Questionnaire on the Importance Level of Physics Terminology in Primary Middle Schools is compiled for physics teachers in middle schools. An investigation of34physics teachers in Tibetan middle schools comes to a result that the important, the common and the unimportant physics terminology take respectively an occupation of85%,14.5%and0.5%. A Questionnaire on the Familiarity Level of Physics Terminology in Middle Schools is compiled for middle schools students. An investigation of689primary middle schools students from18classes comes to a result that there are7different familiarities level characterizes of Tibetan students’familiarity level towards Chinese physics terminology:the most familiar, more familiar, familiar, common, not familiar, relatively not familiar, mostly unfamiliar, which take respectively an occupation of0.6%、10%、38.9%、36.1%、14.2%、0.2%and0%. Teachers and Students’understanding level of the physics terms are two important parameters when it comes to testing the students’Chinese physics terms level.Chapter3study arrangement on Chinese-Tibetan physics terminology and dissimilation representation practice in a systemic way. Based on terminology research methods abroad, the systematical arrangement method of the Tibetan physics terminology is constructed. In the use of the Chinese-Tibetan reference books and the Chinese-Tibetan-British physical reference books, with the reference to the Chinese physics terminology, the Tibetan physics terminology is systematically arranged. They are presented as the form of the Chinese-Tibetan comparison with the theme of the chapters of the physics textbook printed by the People’s Education Press.8senior physics teachers with Tibetan and Chinese capabilities are organized to spend a lot of time on studying and discussing carefully the translated Tibetan physics terminology one by one; and177dissimilated Tibetan physics terminologies put forward by these8ethnic physics teachers are collected. Dissimilation in Tibetan Physics terminology is represented. At last, a senior Tibetan language teacher is invited to check on, examine and verify the Tibetan grammar of all the Tibetan physics terminologies for a long time.Chapter4study on the normative theory and practice of the dissimilation of the Tibetan Physics terminologies. On the Basis of the foreign normative terminology theory, the normative theory and principle of the Tibetan physics terminology is constructed.This chapter defines the semantic conceptions, analyzes the semantic structure modes of Tibetan vocabulary, and puts forward the specific methods analyzing Tibetan vocabulary and meaning. Tibetan lexical-semantic analysis method is applied to compare and discriminate the165dissimilated Tibetan physics terminologies and to sift out the Tibetan physics terminologies which to the greatest extent correspond to the Chinese ones. In addition,12Tibetan physics terminologies, which are completely not in line with the Chinese ones, are created.Chapter5carry out a theoretic study on physics terminology teaching at Tibetan middle schools. The difficulties confronted by Tibetan middle school students are proposed by testing Tibetan students’Chinese physics textbook reading level. The model of Chinese-Tibetan physics terminology psychology lexicon has been constructed through testing Tibetan students’free association of Chinese and Tibetan physics terminology. The access mechanism of Chinese-Tibetan physics terminology to physics conceptions has been proposed and also he model of access mechanism of Chinese-Tibetan physics terminology to physics conceptions has been constructed as a further achievement through testing Tibetan middle school students’ understanding and expressions of Chinese and Tibetan physics conceptions. The characteristics of the Chinese and Tibetan physics terminology teaching using model at Tibetan middele schools has been concluded through analyzing the history of physics teaching at Tibetan middle schools. After a thorough research into the status quo of the physics teaching in classes at Tibetan middle schools, the common parts of Chinese and Tibetan physics teachers’terminology teaching have been concluded. On the basis of the work mentioned above, Chinese and Tibetan physics terminology teaching is feasibility in physics teaching in Tibetan middle school. It is suggested that Chinese physics terminology teaching should be dominant in class and Tibetan one should serve as complementarity.Chapter6carry out an empirical study on Chinese and Tibetan physics terminology teaching. By the concept analysis of bilingual education and bilingual teaching, the connotations of bilingual education, bilingual teaching, second-language teaching,"second-language" subject teaching are definite. The subject teaching and learning model by second language abroad is explained. This chapter puts forward the conception——Chinese and Tibetan physics terminology teaching model by elaborating on the conceptions of teaching, terminology, physics terminology and physics terminology teaching. By well-designing of the Chinese-Tibetan terminology teaching experiment contents,Chinese and Tibetan physics terminology teaching experiment with the help of modern multi-media teaching methods and by the use of classroom paper-and-pen-test provides Chinese and Tibetan physics terminology teaching data. And the statistical analysis of these data gets the conclusion of Chinese and Tibetan physics terminology teaching experiment and the speculation of students’ mental representation of Chinese and Tibetan physics terminology. The model of Chinese-Tibetan physics terminology psychology lexicon has been proved through analyzing the results of the experiments on teaching practice.In the last part the suggestions for the physics terminology teaching at Tibetan middle schools has been proposed.更多还原