【作者】 杨玲；

【导师】 潘苏东；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 在国家高考改革的背景之下,如何培养学生物理核心素养成为当下高中物理教学的重要命题。只有全面细致地了解学生的思维过程,以学生思维模式作为教学设计的起点,才能更好地培养学生的物理核心素养。但是专家盲点问题普遍存在,该问题使高中物理教学效果并不理想。目前对于专家盲点问题的研究较少,本论文旨在研究如何克服高中物理教学中的专家盲点问题,提出具有实践意义的策略,来帮助高中物理教师更好地培养学生的物理核心素养。本研究将专家盲点问题定义为作为专家的教师在教学中忽视作为学习新手的学生学习需求的教学问题。使用课堂观察、问卷调查和访谈调查三种研究方法收集资料,调查分析高中物理教学中专家盲点的现状,了解高中物理教学中专家盲点问题具体表现形式和产生的原因。据此,提出克服该问题的三条策略:提高问题意识,重视教学反思;坚持学生主体,改进教学行为;设计课前作业了解学情,重视学生需求。并将这些策略应用于教学实践中,通过在Y省K市X校对实践班开展为期一年半的教学实践后和对照班的物理学科成绩进行对比分析,检验这些策略对于克服高中物理教学中专家盲点问题的实践效果。研究得到以下结论:第一,专家盲点问题不是仅存在于新手教师之中,而是普遍存在于高中物理教学中。专家盲点问题在高中物理教学中一方面表现为教师习惯以学科知识为基础、以教师为主体来开展教学活动,这一点与前人所论述的专家盲点问题重形式、重效率、重讲解的表现形式类似,除此之外该问题还表现为教师常根据以往的经验来评估教学的重难点和易错点以及教师高估学生知识储备和学习能力。导致高中物理教学中出现专家盲点的原因与前人研究的原因基本相同,即高中物理教师专业知识和PCK发展不同步,教师习惯于用专业知识构建教学设计;教学经验丰富的教师受限于以往的经验,缺乏对学生新学情的了解,对实际教学情况的反思有所减少;由于专家构建知识的方法和能力与新手不同,教师作为专家容易高估学生的能力,把一些学生还没有掌握的专业知识和技能当成是不证自明、浅显易懂的。另外,还有教师受限于高中物理教学的时间安排,难以真实全面地了解学生思维模式这样的现实原因。第二,新形势下,我们的教学改革重在教师育人方式的转变,重视学生的学习需求,是教师转变自己育人方式的一种行为表现。提高问题意识、重视教学反思能让高中物理教师意识到专家盲点问题的存在,使教师有意识地关注学生学习需求,不断对教学进行反思和改进。合适的教学设计能帮助学生提升物理学习能力。坚持学生主体、改进教学行为能提升课堂效率,加强教师与学生的课堂互动。课前作业能全面及时地了解学生实际需求,克服教师的教学设计与学生的实际学习需求之间的不适配问题。第三,通过对照班和实践班的物理成绩对比,以及学生课堂表现和课下反馈,证实本研究提出的三条克服高中物理教学中专家盲点问题的策略能有效地降低学生学习高中物理的难度,提升学生学习物理的能力,进而培养学生的物理核心素养,提高学生的物理成绩。更多还原

【Abstract】 Under the background of the reform of the college entrance examination,the trend of the country to select students with core physical literacy is becoming more and more obvious.How to cultivate students’ core physical literacy has become an important topic in the current high school physics teaching.Only by comprehensively and carefully understanding the students’ thinking process and taking the students’ thinking mode as the starting point of teaching design can we better cultivate students’ core physical literacy.However,the prevalence of expert blind spots makes the effect of physics teaching in high schools unsatisfactory.Currently,there is little research on the issue of expert blind spots.The purpose of this study is to study how to overcome the problem of expert blind spots in senior high school physics teaching and propose practical strategies to help senior high school physics teachers better cultivate students’ core physical literacy.This study defines the expert blind spot problem as a teaching problem where teachers,as experts,neglect the learning needs of students as beginners in their teaching.This study collects data through classroom observation,questionnaire survey,and interview survey to investigate and analyze the current situation of expert blind spots in high school physics teaching,and understand the causes and specific manifestations of expert blind spots in high school physics teaching.Based on this,three strategies are proposed to overcome this problem: improving problem awareness and emphasizing teaching reflection;adhere to the student-centered approach and improve teaching behavior;design pre-class homework to understand the learning situation and pay attention to students’ needs.We further apply these strategies to teaching practice.After one and a half years of teaching practice in the X school of K city,Y province,we compare and analyze the physics subject grades with the control class,and test the practical effectiveness of these strategies in overcoming expert blind spots in high school physics teaching.Through analysis,the following research conclusions are obtained:Firstly,the issue of expert blind spots does not only exist among novice teachers,but is widely present in high school physics teaching.On the one hand,the problem of expert blind spots in high school physics teaching is manifested in the habit of teachers to carry out teaching activities based on subject knowledge and with teachers as the main body.This is similar to the previous discussion of expert blind spot problems that emphasize form,efficiency,and explanation.In addition,this problem also manifests as teachers often evaluate the key,difficult,and prone points of teaching based on past experience,as well as overestimating students’ knowledge reserves and learning abilities.The reason for the emergence of expert blind spots in high school physics teaching is basically the same as the previous research,that is,the professional knowledge and PCK development of high school physics teachers are not synchronized,and teachers are accustomed to using professional knowledge to construct teaching designs;teachers with rich teaching experience are limited by past experience and lack understanding of students’ new learning situations,resulting in reduced reflection on actual teaching situations;due to the different methods and abilities of experts in building knowledge compared to beginners,teachers as experts tend to overestimate students’ abilities,treating some professional knowledge and skills that students have not yet mastered as self-evident and easy to understand.In addition,there are also practical reasons that teachers are limited by the time arrangement of high school physics teaching,making it difficult to truly and comprehensively understand students’ thinking patterns.Secondly,under the new situation,our teaching reform focuses on the transformation of teachers’ educational methods.Emphasizing the learning needs of students is a manifestation of teachers’ transformation of their own educational methods.Improving problem awareness and valuing teaching reflection can make high school physics teachers aware of the existence of expert blind spots,enable teachers to consciously pay attention to students’ learning needs,and continuously reflect and improve teaching.Appropriate teaching design can help students improve their physics learning abilities.Adhering to the student-centered approach and improving teaching behavior can improve classroom efficiency and strengthen classroom interaction between teachers and students.Pre-class homework can provide a comprehensive and timely understanding of students’ actual needs,thus overcoming the mismatch between teachers’ teaching design and students’ actual learning needs.Thirdly,by comparing the physics grades of the practice class and the control class,as well as students’ classroom performance and off class feedback,it is confirmed that the three strategies proposed in this study to overcome the blind spots of experts in high school physics teaching can effectively reduce the difficulty of students’ high school physics learning,enhance their ability to learn physics,cultivate their core physics literacy and improve their physics grades.更多还原