【作者】 陈铭；

【导师】 侯恕；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2020， 硕士

【摘要】 2016年《中国学生发展核心素养》发布,指出中国学生发展的一核心三方面六素养和十八个基本点,其中包含“勤于反思”。这一背景下,物理学科核心素养提出培养学生科学思维,学生的反思过程在科学思维的培养过程中无可替代。新课程改革也要求学生自主学习,而当前社会环境下,我国学生疏于反思。基于此,研究选题为:高二学生物理课后反思现状的调查研究。本研究的研究目的为:调查我国高二学生的物理课后反思现状、对当前物理课后反思存在的问题做归因分析、基于调查结论和归因分析提出优化学生物理课后反思的建议。本研究以文献法、问卷调查法为主,辅以访谈法。结合已有研究和理论探讨从对物理课后反思的认识、物理课后反思的内容、物理课后反思的时间、物理课后反思的方式、物理课后反思的结果五个维度开发调查高二学生物理课后反思现状的问卷,对755名学生做调查,并对调查班级的物理老师的进行访谈,分析学生问卷和教师访谈资料发现,我国高二学生物理课后反思现状表现为:反思准备期:教师和学生均认识到了物理课后反思的积极作用;反思过程中:物理课后反思方式较单一、物理课后反思较被动;反思结果:多数学生能够较好地完成课后作业,并通过课后作业完成对物理知识的反思、部分学生能够对本节课的学习效果进行反思、少数学生对本节课的课堂表现进行反思、对物理知识的反思不够深入。针对当前高二学生物理课后反思存在的反思内容不完整、对知识的反思不深入、反思方式单一、反思被动等问题做归因分析,主观原因有:学生和教师关于物理课后反思的知识缺乏、学生进行物理课后反思的驱动力不足、学生的自主学习意识薄弱;客观原因有:学生物理课后反思不受重视、学生课后可自由支配时间少、物理课后作业存在问题,教师对学生课后反思的引导不够。基于此,提出优化学生物理课后反思的建议为:开展反思专题讲座,提升学生反思意识;制定物理反思学案,培养学生反思习惯;精选物理课后作业,引导学生积极反思;鼓励学生自主学习,摆脱学习过度依赖;关注学生学习动态,提升学生学习兴趣。更多还原

【Abstract】 In 2016,the "core literacy of Chinese student development" was released,which pointed out that there are six literacy and eighteen basic points in one core,three aspects and eighteen basic points of Chinese student development,including "diligent reflection".Under this background,the core quality of physics proposes to cultivate students’ scientific thinking.The process of students’ reflection cannot be replaced in the process of scientific thinking.The new curriculum reform also requires students to study independently.However,in the current social environment,Chinese students neglect reflection.Based on this,the research topic is: investigation and research on reflective situation of Senior Two Students after physics class.The purpose of this study is: To investigate the current situation of physics after class reflection of senior two students in China,to make attribution analysis of the problems existing in the current physics after class reflection,and to put forward suggestions to optimize the students’ physics after class reflection based on the investigation conclusion and attribution analysis.This study is based on literature,questionnaire survey,supplemented by interviews.Combined with the existing research and theoretical discussion,the questionnaire of the current situation of physics after class reflection of senior two students was developed from five dimensions,including the understanding of physics after class reflection,the content of physics after class reflection,the practice of physics after class reflection,the way of physics after class reflection and the results of physics after class reflection.755 students were investigated,and the physical teachers of the investigated class were interviewed to analyze the students According to the questionnaire and teacher interview data,the current situation of physics after class reflection of senior two students in our country is as follows: both teachers and students recognize the positive role of physics after class reflection,most students can finish the homework better,and complete the reflection of physics knowledge through the homework after class,some students can reflect on the learning effect of this lesson,and a few students can reflect on this lesson The classroom performance of reflection,the reflection of knowledge is not deep enough,the way of physical after-school reflection is single,and the physical after-school reflection is relatively passive.In view of the problems existing in the current high school students’ physical reflection after class,such as incomplete reflection content,not in-depth reflection on knowledge,single reflection mode,passive reflection,etc.,the subjective reasons are: students and teachers do not understand enough physical reflection after class,students’ interest in learning physics is insufficient,students’ awareness of autonomous learning is weak;the objective reasons are: Students’ physical reflection after class They are not valued,students have less free time to spend after class,and there are problems in physics homework after class.Based on this,some suggestions are put forward to optimize students’ physical reflection after class: to carry out special reflection lectures,improve students’ consciousness of reflection;to make physical reflection study plans,cultivate students’ habit of reflection;to select physical homework after class,guide students to reflect actively;to encourage students to learn independently,put off excessive dependence on learning;to pay attention to students’ learning dynamics,and enhance students’ interest in learning.更多还原