【作者】 李静；

【导师】 刘月兰；

【作者基本信息】 石河子大学 ， 教育（专业学位）， 2015， 硕士

【摘要】 实验教学管理是在教育教学中与实验教学相关的管理行为。自课改以后的高中物理虽然实施了新的课程标准,但地处新疆南疆的喀什地区,在物理实验教学的模式上,似乎并未有较大改观,实验教学管理相对沿海发达地区也较薄弱。喀什市是喀什地区唯一的县级市,在经济、文化与教育等各个方面都成为喀什地区的典型。要想了解喀什地区的实验教学管理情况,要先对喀什市的高中的实验教学情况进行调查。以期通过调查,了解现状,找到差距,分析研究喀什市高中物理实验教学管理现状,进而提出改进建议,这对于促进喀什市乃至喀什地区的物理教学健康发展具有重大的现实意义,为今后高中物理实验教学改革和开展实验教学研究提供第一手资料,为加强少数民族地区高中物理实验教学管理提供可借鉴的依据,同时对其它地区的物理实验教学管理给予一定的启示。论文主要运用了问卷调查,访谈和实地考察的方法,分析了喀什市4所高中物理实验教学资源配置,实验教学中的现状和存在的问题,对问题及原因进行了逐一剖析,最后提出了改善物理实验教学及管理的对策建议。通过对喀什市物理实验教学资源配置管理情况和喀什市高中物理实验教学管理情况的调查研究,发现喀什市在实施实验教学管理方面存下面的一些问题:1、学校管理者的观念落后,对实验教学资源配置管理存在误区,没有为实验教学提供良好的物质保障,在制度上,没有建立健全各种管理规章制度,在实验教学管理过程中没有形成一种自上而下的管理形式,造成实验教学管理的混乱现状。2、实验管理员职责不够明确,业务能力不强,仅仅是实验室的保管员,在实验教学管理中与一线教师的沟通较少,没有起到良好的辅助作用。3、学校教师对物理实验不重视,虽然教师都承认物理实验在物理教学中有很重要的作用,但在实际的教学管理过程中并没有完全体现物理实验的地位。物理教师重视的是要考查的实验以及重点章节的实验,没有真正的意识到实验的作用与意义。4、大多数学生都喜欢物理实验,但实际上学生的实验积极性并不是很高,物理实验也没有真正发挥出培养学生动手能力,独立思考问题的能力以及探究事物的能力,仅仅是停留在为了做实验而做,使设置实验课的目的与学生的收获之间偏差太大,没有让实验朝着学生喜欢的“探究性”方向发展。5、在实际的实验教学中,探究性实验少,验证性实验多,教师对实验教学的管理观念与新课改中的要求存在偏差。学生没有掌握学习实验的一般方法和程序,预习只是停留在把实验看一遍,实验结束后,不能写出完整的实验报告,对于实验教学只是浮于表面的实验步骤和注意事项,使实验也失去了应有的实际意义。更多还原

【Abstract】 Experimental teaching management is closely related to experimental teaching. Physics in high school implements the new curriculum standard after curriculum reform, while physics experiment teaching mode in the minority areas does not seem to have lager difference. Located in the southern Xinjiang, Kashgar, as the only county-level city in Kashgar region, would be a typical of Kashgar region in many aspects, such as economy, culture and education. Investigating the high school in Kashgar is one way to know the status of the experimental teaching management of Kashgar region. Expecting to know the status and find the gap through the investigation, the researcher analyzes the present research situation of physics experimental teaching management in high school of Kashgar, and puts forward suggestions for improvement, which is of great practical significance to promote healthy development of the physics teaching, to provide first-hand information for high school physics experimental teaching reform in the future and carrying out the experimental teaching research, to provide referential basis for strengthening physics experimental teaching management of high school in the ethnic minority areas, and to give some enlightenment for the physics experimental teaching management in other places.Using questionnaire, interviewing and investigation, this paper analyses physics experiment teaching sources configuration of four senior high school in Kashgar, which shows the state and existing problems of experiment teaching. After analyzing reasons, the text provides some suggestions to improve physics experiment teaching and management.Through investigation on physics experimental teaching resources configuration management and physics experimental teaching management of high school in Kashgar, the study finds some existing problems in the implementation of the experimental teaching management: First, the idea of school manager falls behind. There is misunderstanding in experimental teaching resources configuration. School manager doesn’t provide good material guarantee for the experimental teaching. There is no sound management rules and regulations and a top-down management style in the process of experimental teaching management, which causes the confusion in the experimental teaching management. Second, The administrator’s responsibilities are not clear enough and their business ability is not strong. They are only the laboratory keeper. They have less communication with first-line teachers in the experiment teaching management. They don’t play a good supporting role. Third, the school teachers take no count of physical experiment and do not realize the beneficial supplementary role of experiment on physics teaching. teachers have admitted the importance of physical experiment in physical teaching, but they do not fully reflect the status of the physical experiment in the actual process of teaching management. Physics teachers attach importance to the experiment to test, while they do not fully realize the function and sense. Fourth, most students like physical experiment, but in fact, the students’ experimental enthusiasm is not high. Physical experiment dose not really cultivate operational ability, independent thinking ability and exploring things ability of students. Experimental teaching is only to do the experiments, which causes deviation between the purpose of setting the experiment and student’s gain, and doesn’t make the experiment develop towards the exploratory direction. Fifth, in real experiment teaching, there are more replication experiment than exploratory experiment. The teachers’ concept of managing experiment teaching is different from the requirements of new curriculum reform. The students don’t master the general methods and procedure. Regarding previewing as scanning the experiment is previewing, the students can’t finish a complete experiment report. Only floating the surface of experiment steps and attentions, experiment teaching loses its practical significanc.更多还原