【作者】 赵洁；

【导师】 侯恕；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 “为了每一个学生的发展”是高中新课程的灵魂。为实现这一目的，教学中，我们应面向全体学生，大面积提高教学质量。但实际教学中，往往出现分化，其中一个主要原因是教学难点的教与学没处理好。本研究的目的是探寻确定高中物理教学难点的方法、探寻突破教学难点的方法。其意义在于促进新旧教学方法、教学手段的结合，寻找突破难点的方法，进而提高学习效率、大面积提高教学质量。此项研究不仅对自己的教学具有指导意义，对其他教师的教学也有一定的启发和参考价值。本研究着眼教师如何有效地设计和突破物理教学难点。论文首先对教学难点的概念进行界定与分类。对教学难点的阐释有多种，综合起来看都认为教学难点是“知识基础、认识能力差异较大的、学生难以理解和掌握的以及教师难以处理、难于讲授的那部分知识”。笔者在认真分析中学生思维方式、物理知识经验、教师及教材的基础上，通过查阅相关文献，将高中物理教学难点分别按以下方式进行分类：从学生的认知基础与教学内容的特点方面分析有6类难点：学生的感性认识不足与物理内容抽象性所产生的教学难点；学生相关知识准备不足与物理知识相关性产生的教学难点；学生已有的生活经验与物理知识本身之间的矛盾产生的教学难点；学生辨别能力不足与物理知识相近易于混淆、产生的教学难点；学生想象能力差与涉及微观世界的物理知识的矛盾所产生的教学难点；学生思维能力较低与教学内容的深的矛盾所产生的教学难点。从教材的编制和教师教学方面分析，有3类难点：物理教材中内容编排不当造成的教学难点；教师教学内容处理不合理造成的教学难点；由于某些实验效果不佳或难以在现实条件下完成造成的教学难点。论文接着对确定与突破物理教学难点选择的方法进行分析,得出产生原因不同的教学难点应选择不同的突破教学难点地方法。然后，结合具体案例，对如何确定教学难点，如何选择突破难点的方法选进行了详细的分析。考虑到教师在教学设计过程中的重要地位，最后主要从教师的角度提出一些有利于教师确定教学难点，选择教学方法突破教学难的建议。更多还原

【Abstract】 "To every student development" is the soul of the new high school curriculum.To achieve this, we should be open to all students and to improve the quality ofteaching. But in the actual teaching, often in polarization, one of the main reasons isthat teaching difficulties in teaching and learning did not be handle well. The purposeof this study is to explore the way of establishment of the difficulties in high schooland to explore the way of breakthroughing teaching difficulties. Its significance is topromote the combination of old and new teaching methods and to find the best way tobreakthrough the difficulties, and to improve learning efficiency, large area toimprove the quality of teaching. This study is not only the guiding significance totheir own teaching, the teaching of other teachers also have a certain inspiration andreference value.This study focus on the teachers how to effectively design and breakthroughdifficulty in physics teaching. Firstl, it is teaching difficult definition andclassification. Most of people agree that the difficulty of teaching is the knowledgebase that cognitive ability differences in the larger, difficult for students to understandand master and difficult for teachers to teache. Author on the basis of a carefulanalysis of high school students about way of thinking about physical knowledge andexperience, teachers and teaching materials through the relevant literature. Teachingdifficulties in high school physics is main in the following manner: the analysis of thecharacteristics of students’ knowledge base and teaching content five categories ofdifficulty; students’ lack of perceptual and physical content of the abstractcontradictions arising from teaching difficulty; students’ scientific memory techniques,lack of physical knowledge "miscellaneous pieces different" contradictions arisingfrom teaching difficult; students’ ability to identify easy to confuse the contradictionsarising from teaching difficulties with similar physical knowledge; students toimagine the difficulty of teaching the contradictions of the poor and the physicsinvolved in the microscopic world; lower students’ thinking abilities and the difficultyof teaching the deepening contradictions of teaching content. The preparation ofteaching materials and teachers teaching.There are three categories of difficulty fromthe difficulty of teaching physics textbooks is presented in improper; teachers teaching content to deal with teaching difficulties caused by the irrational; someexperiments ineffective or difficult to under realistic conditions completion of thedifficulty of the result of teaching.The paper went on to establish breakthrough in physics teaching and difficult toselect the method: the difficulty of teaching the abstract nature of the students’ lack ofperceptual knowledge and course content, students imagine the poor teaching andinvolved in the microscopic world content difficult Institute difficulty to identifystudents similar lack of capacity and some knowledge of physics is easy to confusethe difficulty of teaching, some experimental results are poor or difficult underlaboratory conditions, resulting in difficulty of teaching. And then, combined with thespecific case, a detailed analysis of how to determine the teaching difficulties, andhow to choose overcoming difficulties election. Take into account the importantposition of teachers in the instructional design process, mainly from the perspective ofteachers to put forward some suggestions last article which help the physicalinstructional designers situation that may arise from many aspects to consider theteaching process to enhance the instructional design effective sex.更多还原