【作者】 王翠梅；

【导师】 刘文贤；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 对话已成为当代社会的关键词。从国际事务到人与人之间的关系，从政治领域到学术领域，对话已逐渐成为人们的生存状态，成为人们达成目的的有效策略，这种情况波及到教育教学领域，出现了一种民主、平等、沟通、合作、互动、交往、创造、生成，以人为目的的教学——对话教学。 在理论部分，本文首先分析了存在论意义上的对话物理教学，由“你——我”之间的对话，确认“我”的存在；通过具有生产、创造、建设意义的对话造就真正的自我。其次，分析了建构主义在知识建构、人际关系、教学情境等方面对教学的新的认识，这些新的认识为对话物理教学提供了理论基础。 本文旨在通过对对话教学的理论的研究，探索适合于对话物理教学的教学方法以及物理教师的角色定位。作者阅读了国内外大量的相关文章和专著，调查了现今的中学物理教学现状，并利用各种机会到课堂教学中去实践，切实地感悟到“对话”在物理教学乃至整个教育领域正发挥着越来越重要的作用。 在含义上，首先，对话教学是为了人的教学，在以人的成长为基本目的和最终目的的对话物理教学中，物理知识变成了“话题”，变成了手段，课堂成了育人、成人的乐园；其次，对话物理教学是物理知识创造生成的教学，在对话性沟通中，师生各自建构、生成了自己的认识与知识；再次，对话物理教学是师生共同成长的教学，师生共享知识、经验、智慧，共享人生的意义与价值。 对话物理教学具有认知和情感共同参与、注重过程与结论的统一、倡导互尊互爱的师生关系三个最主要的特点，因此，在教学中，必须找准学 摘 要生心理状态的“固有频率”，使教学信息的收发达到同位，激起学生情感的共鸣；必须把重点放在揭示物理知识的形成过程上，暴露知识的思维过程；必须将师生关系定位于一种人道的、和谐的、民主的、平等的人与人的交往关系，教师是“平等中的首席”。 在实施对话物理教学的过程中，首先必须构建适合于对话物理教学的教育情境，强调人在教学中的生命意义，强调对话在教育过程中的作用；其次在教学中将课堂还给学生，还原课堂本真，课堂是师生间进行交往。对话、沟通和探究知识的互动的舞台，同时也是教师教育科学智慧和教学艺术才能充分展露的舞台；再次，应该构建丰富多彩的教学模式，比如，以收集资料、提出真正的问题、小组探究、全班交流、整合迁移应用提出新问题为过程的对话探究式物理教学；最后，在评价时实行多元化教学评价，重视学生的物理学习过程，允许学生对物理知识进行自我建构，承认学生的多元智力存在。 当然，任何一种教学思想要在教育中推广和应用，关键在于教师的角色转变和角色定位。本文在最后一部分探讨了对话物理教学中物理教师的角色定位。对学生的学习来说，要由传授者变为平等的对话者，由控制者变为帮助者，由主导者变为引导者，成为促进学生知识建构和个性发展的促进者。对教师自身来说，教师应不断提升和完善自己，做学习者、研究者、成长者、创造者，做自身生命价值的实现者。更多还原

【Abstract】 Dialogue has been the key word of the time. From the international affairs to the relations of people, from the fields of politics to science, dialogue has became a kind of state that people are seeking and the effective method that people deal with things, and at the same time, it also is the life of people living. Because of the affect of the situation, dialogue education, which is democracy, equality, communication, co-operation, co-activity, communion, creation, development and aiming at people, comes into being.In the part of theory, the paper analyses the dialogue physics education in the ontology meaning, firstly. Man could affirm the existing of himself through the dialogue between / and you. Man can create himself via the productive, creative, constructive dialogue. Secondly, the new recognition of constructivism theory, in the aspect of knowledge building, people connection and teaching situation, supplied the dialogue education with an academic foundation.Through research of the theory of dialogue education, the author seeks for a teaching approach adapting to dialogue physics education and the role of physics teacher. After reading lots of essays and corresponding papers inland and outland, researching the physics teaching nowadays, seeking every chance to practice in the real teaching, theauthor deeply realized the more and more importance of dialogue in physics education and all the other fields.As a kind of teaching of "for man", with the basic and final intention of man’s growth, dialogue education made the knowledge into a topic, a means, made the school into a paradise of breeding man, being man. As the creating knowledge education,teachers and students, students and students communicate freely, sincerely in the class for the spirit of dialogue. They learn from each other. With the help of others, they also could correct and develop themselves. In the atmosphere of co-operation, they could build or construct the knowledge and understanding themselves.Dialogue education is a course with the participating both understanding and feeling. It pays attention to the process and results in the physics education and calls for the co-respect and co-loving between teachers and students. So, when teaching, teachers should find the inhere frequency of psychology of students, then it can make the sending and receiving of teaching information uniform, and arose the emotional resonance among students. They should think much of the forming process of physics knowledge, exposing man’s thinking process and orientate a humane, harmonious, democratic, equal relation between teachers and students. In this relation, teacher is not the authority, but the first of equals.In the course of carrying it out, firstly, a teaching circumstance suit for dialogue should be built. It emphasizes the meaning of man, the function of dialogue. Secondly, the reality of class should be returned through returning the class to students. Class should be not only the stage of communion, dialogue, communication and inquiry, but also the teaching site for students grasping physics knowledge, cultivating interesting and capability. And at the same time, it should become the stage for teachers to showtheir wisdom and technique in education and teaching freely and fully. Thirdly, a rich and colorful teaching mode should be constructed. Lastly, a evaluation should be applied, thinking much of the learning process, permitting the self-constructing of knowledge and accepting the exist of multiple intelligence.Of course, it is the most important to change the role of physics teacher in the popularizing and applying education theories. In the last part of this paper, the authordiscussed the role of physics teacher in the dialogue physics education. To the students, the teacher should be a dialogist, an organizer, an auxiliary, a director and a promoter instead of being a initiator, a dominator, a dictator. The teacher ought to lead students’ inquiry to the nature. To the teacher themselves, they should be更多还原