【作者】 陈刚；

【导师】 皮连生；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2003， 博士

【摘要】 本文试图把任务分析的理论和技术引入我国的物理教学中，使我国的物理教学更加符合学与教的规律。 在本文的第一章中，首先介绍任务分析的起源、定义；接下来讨论了两种适合课堂教学的任务分析方法；然后讨论了任务分析方法在教学设计中以及在诊断学生学习困难方面的作用，由此强调任务分析是教学设计中重要一环，是沟通学习论与教师教学行为的桥梁；在本章的最后介绍本研究的基本思路。 不同的学习类型需要不同形式的教学，也就需要不同任务分析方法。因此，在第二章中首先通过对学习分类理论、问题解决和认知策略有关研究的分析讨论，提出物理学习(认知领域)的分类，该分类提出 1．应将结构化的知识作为一项必须的学习内容； 2．问题可分为：结构良好的问题和结构不良的问题； 3．认知策略可以分为：与具体认知活动相关的认知策略；指向认知本身的认知策略-元认知策略。 随后讨论了该分类对物理教学的启示。在本章的最后通过一个实例讨论该分类的应用。 由于定义性概念、定理和定律等命题知识是物理教学的主要内容，所以在第三章中首先通过研究，表明物理命题主要是运用推理策略获得的(归纳推理策略中的求同策略、差异策略和共变策略，演绎推理策略)；然后通过实验等方法研究使用策略需要的条件；最后依据前面的研究提出适合物理命题学习的任务分析方法。 第四章主要探讨物理命题教学的任务分析方法在教学设计中的应用，通过研究，发现 1．学习层级分析，有助于教师合理安排教学层次并把握学生的起点能力； 2．命题获得策略分析 2．1有助于教师合理安排命题教学的教学过程；2．2 有助于教师选择适当的教学方式-讲授式还是启发式；2．3 有助于教师选择适当的教学实例。 在第五章中包含有三个教学实验： 其一：物理命题学习的任务分析方法教学效果研究。研究表明：运用该分析方法开发出的教案，实际组织教学后，不仅有助于学生对结论命题的记忆，更重要的是，可以使学生对与该命题获得相关的过程有清晰地把握，避免学生对结论命题的机械记忆；同时学生习得的命题知识有较好的保持性。 其二：以策略为目标的教学实验—强方法教学实验研究。研究表明： 1．对于解决物理问题的强方法，结合具体的物理问题进行教学，可以收到良好的效果，学习者可以习得，能够有效地促进同类问题的解决； 2．行动部分的高度相似但条件部分差异较大的程序性知识之间，并不能出现有效地迁移。 其三：以策略为目标的教学实验—弱方法教学实验研究。研究表明：集中介绍分析法并不会在短期内有效提高学生解决物理问题的能力。 在总结与展望这一部分中，回顾本研究的主要工作及特点，并对我国物理教学中如何引进任务分析做了探讨。更多还原

【Abstract】 This dissertation attempted to apply the theory and technology of task analysis to physics teaching in China to enable physics teaching to conform further to the law of learning and teaching.In chapter 1, the origin and development of task analysis were introduced firstly. Then two task analysis methods suiting for classroom instruction were illustrated. Thirdly the effects of task analysis on instructional design and diagnosing of the learning difficulties of students were discussed, therefore conclusion that task analysis is an important part of instructional design and a bridge between "learning theory" and teaching behavior was made. Finally, the framework and organization of the study was described.Different types of learning require different instruction, and different task analysis method as well. Thus in chapter 2, a taxonomy of learning (cognitive domain) was brought forward based on studies of taxonomy of learning, problem solving and cognitive strategies,1. This taxonomy suggested the structural knowledge be a necessary type of learning.2. In this taxonomy, problems were classified into two types: ill-defined problem and well -defined problem.3. In this taxonomy, strategy are classified into two types: metacognitive strategies and strategies relating to concrete cognitive activities.Subsequently, it’s enlightenment on physics teaching was discussed. At the last section of this chapter, it’s application in physics teaching was discussed with an example.Physics concepts, theorems as well as principles are primary content of physics learning, those knowledge take on the forms by proposition . In chapter 3, the study revealed that physics proposition are mainly obtained by reasoning (inductive reasoning such as tallying method, differentiation method and covariant method, deductive reasoning such as negative expression of hypothetical inference, affirmative expression of hypothetical inference ).Then by the means of experiment, the different condition needed when applying those reasoning was explored.Based on the study above, a task analysis method suiting for the instruction of physics proposition was suggested.Chapter 4 discuss the application of task analysis method that suit for the instruction of physics proposition, the study showed that: 1. applying learning hierarchy (prerequisites )analysis help teacher determinate the instructional sequence and student’s entry capability;2. analyzing the strategy of reasoning applied for obtaining the physicsproposition help teacher:2. 1 determine the instructional process of physics proposition teaching; 2.2 choose suitable modes of instruction -telling method or heuristic teaching; 2. 3 choose suitable teaching example.There are three teaching experiments in chapter 5,Eg 1: the experimental study of teaching effects of task analysis of physics proposition learning. The results indicated that When teacher exercise the teaching plan developed though task analysis, student can not only remember the proposition taught, but also grasp the process of obtaining the proposition, moreover, this form of teaching can keep the students from remembering the proposition mechanically. Eg 2: teaching experiment on the cognitive strategy (strong - method). The results indicated that1. While helping students solve the concrete physics problem, teacher initiate the strategy, students can master the strategy, furthermore it promote students to solve the similar problems.2. Effective transfer can not occur between those procedural knowledge similar at the section of action, but quiet different at the section of condition.Eg 3: teaching experiment that aims at the cognitive strategy (weak -method), The results indicated that teacher initiate the strategy while helping students solve the concrete physics problem can not improve student’s ability on solving physics problem in a short time.In the final chapter, review of the main work and features of this study were presented; and how to introduce task analysis into instructional更多还原