【作者】 张玉芳；

【导师】 刘文贤；

【作者基本信息】 山东师范大学 ， 学科教学论， 2003， 硕士

【摘要】 加速建设社会主义现代化、迎接知识经济挑战，要求人们要有高度的自主意识、自主能力和创造能力，即比较高的主体性素质。而主体性需要依靠教育来培养。传统的物理课堂教学作为教育的一个重要组成部分，严重忽视了学生的主观能动性，让学生被动接受知识，压抑了学生的主体性发展，因此，构建促进学生主体性发展的物理课堂主体性教学模式是时代的要求，是物理教学改革的必然趋势。本文正是为了适应这种要求，从理论和实践的角度对构建物理课堂主体性教学模式作一番研究，以开创物理课堂教学的新局面。所谓主体性教学就是根据社会发展的需要和教育现代化的要求，通过创设和谐、宽松、民主的教学环境，启发、引导学生内在的教育需求，把学生培养成为具有自主性、能动性和创造性的社会主体。它以马克思主义关于人的全面发展学说、人本主义学习理论、活动教学观和建构主义学习理论、马克思主义的主体理论和现代教学论中的主体教育理论为理论依据，为改变传统课堂教学的种种弊端指明了方向，找到了方法。物理课堂主体性教学模式从教学理念上彻底突破了传统教学的束缚。它强调：教学的首要任务是把课程内容转化为学生的主体意识和主体能力，关注学生的主体性发展，而不是仅仅关注分数；学生是有丰富个性的、不断发展的认识主体，真正决定学生发展的是学生自己的实践活动；教学是师生之间平等的互动、合作、交往过程，教学不仅要强调教法，更应强调学法；教学评价不仅要评价教师的教，更应评价学生的学，发挥评价的导向性和激励性功能。其根本目标在于增强学生的主体意识、发展学生的主体能力和培养学生的主体人格。在教学原则上，物理课堂主体性教学模式要求遵循引导性、理性教育与非理性教育相结合、过程性、活动性、全体性、创新性、开放性等原则。在教学策略上，强调创设民主、平等、和谐的课堂气氛，创设问题情境，多安排学生自主活动，鼓励学生质疑问难，鼓励学生合作学习、体验成功，进行学法指导。 依据上述理念，笔者在潍坊师范学校“五年一贯制”小学教育专业物理教学中，通过实验研究，构建出两种能够充分发展学生主体性的物理课堂主体性教学模式:导学一一讨论模式和诱思—探究模式。 实验研究采用对比设计，在控制其它变量的条件下，实验班采用构建的导学--一讨论模式和诱思—探究模式进行授课，对照班采用传统的教学模式进行授课。导学—讨论模式的教学程序是:设疑引趣—指导自学—质疑讨论—启发精讲--一练习应用—小结;诱思—探究模式的教学程序是:创设物理情境，提出问题-一一进行猜想，设计实验方案—验证方案，得出结论—知识应用，巩固提高。 实验结束后，统一测验实验班和对照班的物理成绩，通过对两个班的物理成绩平均数差异进行显著性检验，发现实验班的物理成绩明显高于对照班，且有显著差异。同时，以问卷的形式调查两个班学生的主体性水平发展情况，对统计结果分析发现，实验班学生的主体性发展水平明显好于对照班。实践证明:这两种教学模式是符合主体性教学的理念和要求的，对有效地提高“五年一贯制”大专班物理学科教学质量，培养学生的主动性、独立性和创造性，使其全面主动发展，具有重要的实践意义。更多还原

【Abstract】 To speed up socialist modernization and meet the challenge of the knowledge economy requires people to have strong independent consciousness, independent ability and creativity. We call it as higher subject quality. But the subject ability depends on education. As we know the traditional physics class is an important part of education, which neglects the initiative and restrains the developing of the initiative. So building the subject-teaching mode in physics class is the request of times. It is also a tendency to reform the physics teaching. To suit for this request, my dissertation is about to study the subject-teaching mode in physics class according to the theory and practice, which will start a new situation for physics teaching.The so-called subject-teaching mode is to inspire and lead the natural study demands of students and train students to have initiative and creativity through founding harmonious, loose, democratic teaching environment. It is based on the Marxism development theory in an all-round way, humanism theory, activity teaching methods and construction theory and the modern teaching theory of Marxism. It points out the direction and finds the method for changing the drawbacks in traditional class.The subject-teaching mode in physics class breaks through the constraint of traditional teaching method. It emphasizes that the primary task of teaching is to turn the content of the courses into subject consciousness and ability. The aim of this mode is not only to pay attention to the scores, but also the developing of subject. Although students are individual and developing subject, the determinative for their development is practicing activity. Teaching is the equal, co-operating and communicating course between students and teachers. In teaching strategy, we should not only emphasize the teaching methods, but the studying methods; and in evaluation we should not only evaluate teaching, but also studying. Doing this is to strengthen subject consciousness and develop subject ability and personality.In teaching principles, the subject-teaching mode follows instructive, reasonable, active, creative and opening principles. In teaching strategy, we emphasize to create a democratic, equal and harmonious atmosphere. We also encourage students to askquestions and do co-operation study, so they can enjoy their success.According to the theory mentioned, the writer, during the experimenting in the physics class, creates two kinds of subject-teaching modes: discussing mode arid researching mode.There are some contrasts in the experiments. In experimenting classes, the writer uses discussing mode, but in the contrary classes, the writer uses traditional modes. The procedure of the discussing mode: questioning to stimulate-guiding self-study-discussing-illumining and intensive teaching-exercising and consolidating-summary; the procedure of the researching mode: creating physics atmosphere-presenting questions -guessing, then designing the experiment plan, and coming to the conclusion, at last consolidating what they learned.After the experiment, the writer will compare the two different scores from two different classes. We will find that the score from experimenting classes is much higher than the contrary classes. Studying the result of questionnaire, we will find the subject ability of the students in experimenting class is much better. The experiment proves that the two teaching modes correspond to the teaching theory. It is also useful for improving the physics teaching to the five-year-system students.更多还原