【作者】 李冬梅；

【导师】 高嵩；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 通过物理课程的学习,学生可以从物理学理论的角度对相关的现象进行解释和说明,从这个意义上说,在学习物理学知识前后,学生看待世界的基本观念发生了变化。举例来说,比如学生在学习浮力知识之前,他们的常用表达是重的物体会下沉,轻的物体会上浮,而学习之后,可以从浮力与重力关系的角度说明物体的浮沉。这对学生来说,不仅是他们知道了浮力的知识,更重要的是他们对物理现象的说明和解释的基本观点也发生了变化。因此学生学习物理的过程,往往会导致如库恩所说的那种科学革命之前的鸭子在科学革命之后变成了兔子的情况。从这个意义上来说,同一个物理现象,学生对这个事实的描述是极为不同的,由此我们提出了物理事实是通过学生的学习活动逐渐构建起来的。但是在实际教学过程中,许多老师缺乏物理事实建构过程的认识,甚至认为物理事实是永远不变的,这将对实际的物理教学带来诸多的问题。如认为物理知识或理论是通过诸多事实的积累而形成的,物理事实是不变的,无论是谁对物理事实的解释和说明都是一致的,并且由于缺乏对学生学习过程中知识建构的分析、认识往往会导致对教学过程处理的简单化,难以达到课程标准要求的从生活走向物理,从物理走向社会的教育理念。基于以上分析,我们认为对物理事实的描述既有来自于客观事物提供的内容,又有主体认知结构的贡献,物理事实是主客体相互作用达到的统一,因此,随着教学过程的展开,学生对物理事实的认识是不断发生变化的。作为一名教师,可以有足够的时间和机会去分析教学实际展开的过程,去分析学生认知状况的变化,借助于文献法、案例分析法、样本对比法等研究方法,细致梳理了实际的教学过程中学生认知状况的发展变化,再次证明了物理事实的变化性和建构性。具体过程如下:第一章:序言。通过对文献检索与分析提出初中传统物理教学方法现状,针对其不足与误区如教学目标定位于单一的认知领域;教学内容是一种确定的、封闭的知识系统,缺少了质疑与思考;教学方式沦为所谓传授与“机械记忆”;忽视学生的自我评价,学生学习过程中缺失了从观察、认识上升到理论,从感性认识到理性认识的过程,缺少了从观察到结论之间的科学思维训练等。从而确立本论文研究的主要内容为对初中物理课堂事实建构的过程进行深入剖析,以帮助教师认识到学生的认知是如何随着过程的展开搭建起理论与现实的桥梁,最终实现学生对一个或一类事实建构的教学模式,最后介绍了研究方法和研究思路,总结概括了本研究的创新点。第二章:物理课堂上进行事实建构的理论基础和依据。分别对建构主义理论形成、发展做出重要贡献并将其推向实践课堂的皮亚杰的认知发展机制理论、前苏联的心理学家维果茨基“最近发展区”和美国的奥苏贝尔有意义学习理论等进行分析研究,指出认为人类作为一个有机整体会主动、尝试性对外界信息进行反应和处理,在这一过程中建构起自己的知识结构,并不是传统上认识论中那样先是掌握现成的知识或理论再来对经验或教学内容做出反应。在本研究中主要以皮亚杰的认知发展机制理论作为物理课堂上事实建构过程研究的主要理论基础和支持。第三章:课堂上物理事实的建构过程。此章的研究主要通过案例分析法进行物理课堂上事实建构过程的分析与研究。首先,通过以初中物理中重点概念摩擦力的课堂教学设计为例,从摩擦力的教学过程;学生学习前的感性认识;学习完本节课以后学生对相关问题的期望;对比分析学生学习前后的差异及结合点;课堂教学设计的理念及思路分析等方面细致研究课堂上事实建构过程。其次,在此基础上进行物理事实建构的过程分析。分别研究了教师在课前分析学生的认知情况、知识及能力储备情况;分析学生学习任务及过程的阶段,每一个阶段的划分的原则;教师在各个学习阶段的角色与活动;以及形成物理事实的大致阶段。为进一步把研究结果具体化、直观化,根据皮亚杰认知发展机制理论、前苏联的心理学家维果茨基“最近发展区”理论,研究制作了物理事实建构过程图。第四章:以八年级下册中具有代表性的《杠杆》和《阿基米德原理》为例,运用认知发展机制理论、“最近发展区”理论,对上述课程进行物理课堂上事实建构过程研究。教学研究中把课程划分为学前认知、认知冲突、概念建立、建构物理规律、应用物理规律、总结回顾等阶段,从教学预想、教学设计、学生的活动、学习结果四个维度对教学的过程进行了细致的解析,进一步明晰了物理课堂上事实建构的过程。通过实验班与对照班的成绩对比可以看到在物理课堂上进行事实建构的教学能够增强学生对物理概念和物理规律的理解、应用,提高了物理教学的有效性。第五章:总结与展望。最后对整个研究过程作出总结,对其中不足进行反思,指明应该继续就物理课堂上事实建构过程的研究从更深层次、更广的领域来进行研究、思考与实践。更多还原

【Abstract】 Through the physical course of study, students can explain the related phenomena from the point of view of physics theory. In this sense, after learning the physics knowledge,students look at the basic concepts of the world has changed. For example, students before learning the knowledge of buoyancy, their common expression was that heavy objects will sink and light objects will go up, but after the study, they try to looking from the perspective of the relationship between the buoyancy and gravity about floating objects. Students not only had known what is the buoyancy, but also had changed the basic views and explain on the physical phenomena. As a result, just like Kuhn said that in the scientific revolution a duck will change to a rabbit. In this sense, the student’s description of the fact is very different about a physical phenomenon. We put forward the fact that the physical facts are gradually built up through the students’ learning activities. However, in the actual teaching process, many teachers lack the knowledge of physical fact construction process, so much so that considered that the physical facts are never changed. This will bring a lot of problems to the actual physics teaching. It is believed that physical knowledge or theory is formed through the accumulation of facts, unchanged, the explanation and explanation of the physical facts are all consistent. And the lack of knowledge construction in the process of learning leads to the simplification of the teaching process. It is difficult to meet the requirements of curriculum standards that “Life go to physics theory and from physics to society”.Based on the above analysis, we believe that the description of the physical facts not only from the content provided by the objective things, but also the main contribution to the cognitive structure, the physical fact is the unity of the interaction between the subject and the object, therefore, with the development of the teaching process, the students’ understanding of the physical facts is constantly changing. As a teacher, you can have enough time and opportunity to analyze the actual process of teaching, and to analyze the changes of students’ cognitive status. By means of literature method, case analysis method and samplecomparison method, the development and change of middle school students’ cognitive status in the actual teaching process were analyzed, and the changing and the constructive nature of the physical facts are proved again. The specific process is as follows:Chapter 1: preface. Through the literature search and analysis of the traditional physical teaching methods in junior middle school, Aiming at its shortcomings and misunderstandings,such as teaching objectives which were located in a single cognitive field, teaching contents lack of questioning spirit and thinking, methods of teaching is “mechanical memory”,neglecting students’ self evaluation. In the learning process, students lack of observation and the understanding to the theory, from perceptual knowledge to rational understanding,scientific thinking training from the observation to the conclusion. To establish the main content of this study is to conduct an in-depth analysis of the construction process of the physics curriculum in junior middle school, in order to help teachers to understand how students’ cognition is a bridge between theory and reality and the teaching mode of students’ construction of one or one kind of fact come true. At last, the research methods and research ideas are introduced and the innovations of this study are summarized.Chapter 2: Theoretical basis for the fact construction in physics classroom. I had in-depth analysis and researched Piaget Piaget’s “theory of cognitive development mechanism”, the former Soviet psychologist Vygotsky “recently development zone” and the United States Ausubel’s “ have meaningful learning theory”. These theory were formation of the constructivism.Chapter 3: The construction process of the physical facts in the classroom. The research of this chapter mainly analyzes and studies the construction process of the physics class by the case analysis method. First, through the middle school physics in the concept of friction in the classroom teaching design as an example, from the friction of the teaching process;students learning before the perceptual knowledge; after studying this class, the students’ expectation about the related problems; comparative analysis of the student’s differences between before and after learning; teaching design concepts and analyze the process of the construction of the facts in the classroom. Secondly, based on this, analyze the process of constructing the physical fact; what the teachers should do before the class, such as studying the situation of students’ cognition, knowledge, ability, students learning task and processstage, Principle of division of each stage, as well as the formation of physical facts of the general phase. In order to further make the research results more detailed and visualized,according to Piaget’s “theory of cognitive development mechanism” and the former Soviet Union’s psychologist Vygotsky’s theory of “the zone of proximal development”, the flow chart of the construction process of the physical fact was made.Chapter 4: In grade eight representative "leverage" and the "Archimedes principle" as an example, use the mechanisms of cognitive development theory, theory of ZPD to have a research about physical classroom process. In the course of teaching research into preschool cognition, cognitive conflict, establish the concept and construct the law of physics, applied physics, law review stage. In the process of teaching, the process of teaching is detailed analysis from four dimensions of teaching expectation, teaching design, student’s activity and learning result, further clarify the process of fact construction in physics classroom. Through the results comparison of experimental classes and control classes can see construct the facts in the physics classroom teaching can enhance the student’s understanding of physical concepts and laws of physics, application and to improve the effectiveness of physics teaching.Chapter 5: Summary and prospect. At last, the whole research process is summarized,and the deficiencies are reflected. We should continue to study physics teaching in the classroom in the process of the construction of the deeper and wider field of studying,thinking and practicing.更多还原