【作者】 李秀华；

【导师】 郎和；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2009， 硕士

【摘要】 本文以高中物理课堂教学为基础,从协同学理论这一视角出发,结合物理学科的特点和教育学、心理学理论,尝试提出了协同学理论指导下的物理课堂教学的设计思路,即学生的学习兴趣和求知欲望两个序参量的激发;问题引起认知涨落,促成思维的协同性;学习自组织性的促成。从而将协同学的核心思想“协同效应和自组织”渗透在物理课堂教学中。通过物理课堂教学实践研究,要用协同学理论来指导高中物理课堂教学应该注重以下几点:1为学生创设真实的物理情境,包括演示实验情境、学生的经验情境、物理学史情境、问题情境,来激发学生学习物理的兴趣,同时,在物理情境中穿插问题激发学生的求知欲望。2问题情境要贯穿物理课堂教学的始终。教师利用问题进行设疑,特别要设置能够引起学生认知冲突的问题,诱发学生积极思考,促成思维的协同性。3让学生经历实验过程,通过实验,运用形象思维定性地感知知识,再通过逻辑推导,运用逻辑思维定量地理解知识。在协同学理论指导下的高中物理课堂教学实践研究中,对在学生自组织性的促成上存在着困难,主要原因是:个人经验不足、学生长期处于被动学习状态、课堂时间的限制等。更多还原

【Abstract】 On the basis of high-school physics classroom teaching and from the point of Synergetics, combining the physical characteristics and theories of education and psychology, a physics classroom teaching idea was proposed under the theory of Synergetics, that is, to stimulate two sequence parameters (students’interest and desire for knowledge); to procure the synergy of their thoughts through the question causing cognitive fluctuation; to form their self-organized study’s facilition. Then the core idea of Synergetics, synergistic effect and self-organization, were put into practice of physics classroom teaching.Through practical research of physics classroom teaching, the following points should be valued to instruct high-school physics classroom teaching using Synergetics theory.First of all, a real physical environment should be established to stimulate students’interest to learn physics, including an experiment environment, students’experience environment, physical history environment and problem environment. At the same time, propose some questions to stimulate students’desire for knowledge.Secondly, problem environment should run through the whole class. Teachers use to ask students questions, especially those paradoxical questions which can cause positive thinking and inspire the synergetics of their thoughts.Thirdly, let students experience the experiment through which they can apperceive knowledge by visual thinking and comprehend knowledge quantitatively by logic thinking. There were a lot of difficulties when accelerating students’self-organization in the process of high-school physics classroom teaching under the theory of Synergetics. Reasons were as follows: lack of experience, passive conditions of students and limited classroom time.更多还原