【作者】 孙洁；

【导师】 吉日嘎拉；

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

【摘要】 新课程标准倡导教学要以学生为中心,为更好实现新课标要求,针对目前物理教学实践中存在的教学以教师为主、学生的主动性和参与性不够、学习自信心不足、学生学习体验较差等问题,笔者结合自身工作实际探索运用“折叠式学习卡”感悟学习经历的初中物理教学实践。物理“折叠式学习卡”由三部分内容组成:“学习前”探究解答教师布置的问题、说明选项或解答的原因、存在的问题或学习目标;“学习中”记录学习前布置的问题解答所需知识点、解决问题方法、记录学习过程;“学习后”进行问题解答小结、学习总结、明确今后学习目标等。该方法高度重视学生在学习过程中的主体地位,要求学生及时记录学习过程中的各种感悟,总结并评价自身学习过程,强调学生的学习体验以及自主学习习惯,有效激发学生学习物理的兴趣及信心,提高学生物理思维能力和知识水平。笔者通过图表分析法、问卷调查法、文献整理法开展了学习和分析,并选定实验班级和对照班级进行对比分析。经过一个学期物理教学的大胆尝试,物理“折叠式学习卡”基本发挥了应有的优势,取得了良好的学习效果,为初中物理教学探讨了一种新的尝试和途径。笔者在文中详细介绍了物理“折叠式学习卡”的应用和构造、功能特点以及与其他学习工具的比较结果,认真分析了物理“折叠式学习卡”在加深知识理解、体验学习过程、增强学习信心、提高表达能力等方面的重要作用。着重讲解了学生在学习过程中如何主动开展学习、及时记录学习过程、切实感悟学习进步等学习方法。并总结归纳最近发展区理论和元认知策略对它的指导意义以及理论支持。笔者通过列举教学实践中的典型案例,生动形象的体现物理“折叠式学习卡”的主要特点,通过实验班和对照班的成绩对比进行实事求是的定量、定性分析,并认真总结出实践中的不足和改进方向,对在初中物理教学中使用物理“折叠式学习卡”做了一次有益的探索。更多还原

【Abstract】 New curriculum standard advocates teaching should take students as the center, to better implement new standard requirement, based on the current prevalence of teaching physics teaching practice is given priority to with the teacher, the students’ initiative and participation is not enough, lack of learning confidence, poor students learning experience were problem, the author combined the actual work itself exploration by using "folding learning card" feeling learning experience of junior middle school physics teaching practice. "Folding card" teaching consists of three parts: “before learning” to explore solutions to issues assigned by the teacher, explain the reason of the options or solutions, problems, or learning goals; "Learning" in the record layout problem solve before learning the required knowledge, problem solving method, record the learning process; "After learning" FAQ summary, the study summarized, clear learning goals in the future, etc. This method attaches great importance to the dominant position of students in the learning process, students are required to record in a timely manner all kinds of feeling in the learning process, summarize and evaluate their own learning process, emphasizes the students’ learning experience and autonomous learning habits, effectively arouse the students’ interest in learning physics and confidence, improve the students’ physical thinking ability and knowledge level. The author through the chart analysis, questionnaire survey method, literature method, conducted a study and analysis, and selected the experimental class and control class were analyzed. After a semester of physics teaching bold attempt, physical "folding learning card" basic play the advantage of the good study results have been achieved, for junior middle school physics teaching to discuss a new attempt and approach.The author in this paper in detail introduces the application of physics "folding learning card" and the characteristics of the structure, function and comparison with other learning tools, seriously analyzed the physical "folding learning card" in the deepening knowledge understanding, experience learning, enhance learning confidence, improve the important role of expression ability, etc. The emphasis on the students in the process of learning how to take the initiative to study, record the learning process in time, really feel learning methods, such as learning progress. And sums up the theory of the zone of proximal development and metacognitive strategy instruction meaning and theory support for it. Through enumerating typical cases in the practice of teaching, vivid embodiment of the main characteristics of physical "folding learning card", by comparison with experimental classes and that in comparative classes to seek truth from facts of quantitative and qualitative analysis, and carefully summed up the shortage and improvement direction in practice, for the use of physics in junior middle school physics teaching "folding learning card" made a beneficial exploration.更多还原