【作者】 黄辉；

【导师】 朱瑞兴；

【作者基本信息】 上海师范大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 从2005年开始,我江苏省中小学全面推进实施新课程。新课程指出要注重培养学生的自主学习及探究能力,提倡教学方式的多样化,促进学生的全面发展。近年来,高考物理的试题越来越向综合型和能力型靠拢,与生产生活实践的联系也越来越紧密。其中对于高中物理中圆周运动知识的考查显得尤为突出,在近三年的江苏高考物理试卷中所占的比重呈逐年递增的趋势。圆周运动知识具有覆盖面广,综合性强的特点,面对如此重要的一个知识点,对于教师而言——“难教”,对于学生而言——“难学”,很多学生感觉力不从心,不管自己怎么努力,怎么加强练习巩固,反正就是“常考常错”。这样的现象严重挫伤了学生学习物理的信心,其发展也受到了阻滞。如何利用课堂改变这一“谈圆就错”的现象,使得学生能够扫清思维上的障碍,走出圆周运动的阴影,获得更大的进步与发展。这就必须要求物理教师要以圆周运动中的易错题为出发点来研究这些题目易错的原因,并制定出相应的对策指导课堂教学,已达到提升学生能力,提高教学效果的目的。本论文基于高中物理圆周运动教学领域,通过文献、调查问卷、访谈、统计等方法,对其易错题进行归因分析,提出了造成易错的八个因素:受思维定势的影响、记忆能力欠缺、建模能力缺失、自我监控能力的影响、学习动机不足、意志不坚定、自信心缺乏及师生关系紧张。并在这些易错成因的基础上提出了相对应的解决策略,即:优化课堂,克服不良的思维定势、深化理解,培养良好的记忆品质、创设情境,构建正确的物理模型、重视审题,促进自我监控能力的培养、激发兴趣,强化动机、体验成功,增强信心、正确归因,坚定意志、加强交流,情感交融。最后通过易错专题教学的方式进行实践研究,从课堂上学生作业反馈的信息来看,这种纠错方式对于改变圆周运动易错的现状和促进学生的全面发展是可行、有效的。更多还原

【Abstract】 Since 2005, the new curriculum reform has been promoted comprehensively throughout the primary and middle schools in Jiangsu province. It has been pointed out in the new curriculum reform that we need to cultivate students’ ability of independent leaning and inquiry learning, advocate diversified teaching and promote students’ all-around development. In recent years, the physics questions in college entrance examination are more likely to test student’s comprehensive and practical abilities which are more and more closely related to the reality. To prove that, the test about the circumference knowledge in high school physics is a persuasive example, as it tends to take up a bigger percentage in the college entrance exam every year in Jiangsu province. The knowledge of circumference covers a wide range of aspects and is very comprehensive, which is quite tough either for the teachers to teach or for the students to learn. Many students are very frustrated, because however hard they try and however many exercises they do, they cannot do it right. And this phenomenon discourages students from learning physics and prevent their development. To change the phenomenon that students cannot get a right answer whenever the questions are related to circumference, clear up their mental obstacles, help them walk out of the shadow of circumference movement and gain more progress and development,we must make good use of the class. That is to say, teachers of physics should study the reasons of students’ mistakes starting from the questions easily done wrong, and work out the relevant solutions to direct the class, improve students’ ability and teaching efficiency.Based on circumference movement teaching in high school physics, this paper analyzes causes of the questions easily done wrong attributively, by the means of references, questionnaires, interviews, and statistics, and then puts forward eight causes, such as, influence of mind-set, poor memory, lack of model-rebuilding ability, lack of self-supervision, low level of motivation, weak determination, lack of confidence and the intense teacher-student relationship. According to these analyses, several related solutions are raised, that is, optimizing the class, overcoming negative mind set, deepening the comprehension, forming good memory quality, arousing interest, strengthening motivation, experiencing success, attributing causes correctly, strengthening willpower, increasing communication and exchanging emotion. In the end,through the practical research of the teaching method of questions easily done wrong and the reflection of students’ exercises in class, this mistake correcting teaching is feasible and effective to change the phenomenon of circumference questions and to promote the all-around development of students.更多还原