【作者】 武小琴；

【导师】 赵保钢；

【作者基本信息】 西南大学 ， 课程与教学论， 2008， 硕士

【摘要】 将物理学史融入物理课程,拓展物理课程的教育功能,是物理教育研究的重要课题,同时也是当前我国基础教育物理课程改革面临的一个重要问题。2003年教育部颁布的《普通高中物理课程标准(实验)》(以下简称《课标》),提出教科书的编写应重视科学的发生与发展过程,应对科学过程所凝练和升华的科学思维方式和科学研究方法有较为精到的展示,使学习者汲取前辈科学家科学思维和研究方法的滋养,也要以鲜活的资料弘扬其科学精神和献身于科学的意志品质,使学习者受到生动的情感、态度与价值观的熏陶和感染,有利于健全人格的养成。并且《课标》在内容标准中也对物理学史的融入提出了一些具体的要求。教材的编写是在课程标准要求下的一个再创造过程,是课程标准的具体体现。在《课标》的要求下,教材如何将物理学史融入其中,在教学实践过程中,老师又如何理解课标、教材中的物理学史,物理学史的教育功能否在教学实践中得以充分实现,这些问题是课程改革亟需回答的问题。鉴于此,本研究选取目前在试验区使用比较广泛的三个版本的高中物理课标教材为样本,对其中物理学史的内容选择、编写体例、切入视角、呈现形式及典型案例等进行了分析研究,并对课改试验区91名高中物理教师进行了问卷调查研究。综合这两个研究,得出以下结果:第一,课标教材注重利用物理学史,从知识与技能、过程与方法、情感态度与价值观三方面拓展物理课程的教育功能。具体表现为:内容选择方面注重采用历史上科学家的探究案例,展现科学知识的发生与发展过程,从而帮助学生理解科学,学习科学探究方法,有利于将情感态度与价值观的教育渗透到教学过程中。调查发现在教学实践中,物理学史作为教师实现三维教学目标的重要课程资源,得到了教师的广泛认同。第二,课标教材通过丰富多样的编排形式呈现物理学史的内容,有利于教师教学方式的多样化和学生学习方式的多样化;有利于激发学生的学习兴趣。调查发现,物理学史的呈现形式在一定程度上能够影响教师使用物理学史的态度。因此,物理学史融入教材应根据课程目标,选择适当的呈现形式才能更好地实现其教育功能。第三,不同版本教材中物理学史内容的侧重点以及相同物理学史内容的逻辑结构及呈现形式具有不同的特点,突现了在《课标》统一要求下教材融入物理学史的多样化发展。第四,课标教材中尽管通过多样化的方式呈现了丰富多彩的物理学史内容,但调查发现这些内容还不能满足老师教学的需求,网络、课外读物等已经成为教师获取物理学史课程资源的重要渠道。可见,重视开发基于互联网的物理学史课程资源,重视编写适合中学生的物理学史课外读物,是进一步实现课程目标,做好将物理学史融入物理课程的重要途径。更多还原

【Abstract】 It is an important topic to put the physics history into the physics curriculum to expand its educational functions in the researches of physics education. And it is a significant issue facing our current education reform for physics curriculum. In 2003 the Ministry of Education promulgated the Curriculum Standards of Physics Education in Senior High School (experimental) (It is called curriculum Standards for short hereinafter), which proposed that the teaching materials should attach importance to the process of occurrence and development of science and it also should reveal the wrought and sublimed scientific thinking way and scientific methodology, so that the learners could learn scientific thought and methodology from some senior scientists. The curriculum Standards also put forward that the teaching materials should carry forward the science spirit of scientists by using their cases with dedication. So the learners are influenced by vivid emotion, attitudes and values and it is conducive to the formation of healthy personality. Besides the curriculum Standards also advanced some specific requirements about the contents of physics.It is a re-creation process basing on the curriculum standards to compile the teaching materials. Simultaneity it is a concrete manifestation of the curriculum standards. How to introduce the physics history into textbooks by request of the curriculum standards, how to understand the physics history in the curriculum standards and teaching materials in the process of teaching practice and whether the educational functions of physics history are fully realized or not in teaching practice, which are urgently needed to answer in the curriculum reform. Based on above, the study selects three editions of textbooks based on the curriculum standards that are used widely in some senior high schools for the samples. The study will analyze the contents options of the physics history, compiling styles, the visual angle of cut-in, presenting form and some typical cases. Besides the study make a survey study for 91physics teachers from some senior high schools. Then the following results come from the two comprehensive studies.Firstly, the standard textbooks pay attention to expand the functions of physics curriculum from three aspects about knowledge and skills, processes and methodology, emotional attitudes and values. For the specific performance, the contents attach importance to select the case from the historical scientists to show the occurrence and the development process of scientific knowledge. So that the contents can help the students understand science and learn the methodology of science inquiry and it also infiltrates emotional attitudes and values into the process of teaching. In teaching practice, the teachers have been widely recognized that the physics history, which is an important curriculum resource, can realize the three goals of teaching.Secondly, the standard textbooks introduce the physics history by a variety of compiling ways, which is conducive to the diversification of teachers’ teaching and students’ learning. And it also is help to stimulating students’ interests in learning. The survey shows that the presenting styles of physics history can affect the teachers’ attitudes for the physics history. Therefore, the textbooks should select some appropriate presenting forms by request of the curriculum standards to introduce the physics histories into the textbooks to achieve its educational functions.Thirdly, different editions of textbooks emphasize different physics history. And the same physics histories have different characteristics in the logic structures and presenting forms. So the characteristics show that the physics histories have diversification in unified request of the curriculum standards.Fourthly, the standard textbooks show the colorful physics history by various ways, but it still can not meet the needs of teachers’ teaching. Networks and extracurricular reading materials have become important channels to offer the physics history for teachers. Attaching importance to the exploitation of physics history based on the internet and compiling extracurricular reading materials, which are important approaches to achieve the curriculum objectives and prepare for putting the physics history into the physics courses.更多还原