【作者】 孙莉；

【导师】 桂维玲；

【作者基本信息】 山东师范大学 ， 课程与教学论（物理）， 2016， 硕士

【摘要】 按照教育心理学的定义,迁移指一种学习对另一种学习的影响,学生在学校中所学的知识能灵活的运用到其他情境中是学生具备迁移能力的表现。随着社会逐渐的发展,整个社会上的知识量越来越多,依靠一个人的能力穷其一生也无法将现有的知识全部纳入到个人的头脑中,即使抛开个人对社会上所有知识量的收纳不谈,单就某一领域而言,一个人想要全部掌握该领域的知识,也是不可能的。在这种情况下培养学生的迁移能力,使学生能够将在学校中学习到的有限的知识运用到进一步的学习中或者工作生活中就显得尤为重要了。同样,在物理实验教学中,学生记住所有的物理实验设计是不可能也是没有必要的,学生需要在最基本的物理原理的基础上,举一反三,将之运用于更加复杂的物理情境中,设计出误差更小,缺点更少的实验来验证相关的物理定律或分析相关的物理现象。本文在分析现有研究结果的基础上,以不脱离具体学科的方式来培养学生的迁移能力。本研究的研究过程如下:第一,采用内容分析的方法对现有迁移能力培养的研究结果进行分析,得出现有研究的不足——培养与评估的分离——导致以一个终结性的成绩表现来表明对策的有效性。第二,在迁移学习理论的基础上分析了在物理实验教学可以培养学生迁移能力的原因。第三,确定培养模型。选择动态评估模型作为在物理实验教学中培养学生迁移能力的模型。分析了动态评估的作用机制,能够培养学生的迁移能力的原因,以及结合物理实验教学的实际对动态评估模型中的一种——渐进提示测量模型——进行恰当的修正以便在物理实验教学中实施。第四,以研究现状以及理论基础为依据结合动态评估的内容确定本研究设计实施的原则以及研究材料的选择。第五,选择恰当的研究参与者(被试),来参与研究,并最终将试验结果进行量化,对量化的结果进行分析。同时对学生迁移能力的大小是否发生变化做出判断。第六,指出在本次研究中还存在的不足,对未来的研究提出展望。经过本研究过程,可得出以下结论,在物理实验教学中利用动态评估的手段培养学生的迁移能力是完全可行的,经过本研究过程学生在测试题二中经过中介支持完成任务之后,在测试题三中的表现普遍好于在测试题二中的表现。提示的总量有所下降,提示的级别有所降低。这足以说明学生的迁移能力得到了提高。更多还原

【Abstract】 According to the definition of educational psychology, transfer refers to the influence of one kind of learning on another. A student with outstanding migration ability is considered as the one that can apply the knowledge learnt in school to other situations flexibly. With the development of society, the amount of knowledge increases rapidly, making it impossible for one to get all the knowledge. In this case, it is particular important to develop students’ migration ability to make the limited knowledge obtained in school still working in the future work and life.Based on the analysis of existing research results, we focus on developing migration ability in a special subject. This research is conducted as follows:1. Analyze the results of the current study with the method of Content analysis to get the deficiency of current research:(1) Separation of teaching and evaluation.(2)Students’ migration ability is evaluated by a result.2. Analyze the feasibility using physics experiment teaching to develop migration ability, based on the transfer learning theory.3. Define training model. A model of Dynamic Assessment(DA) is chosen to develop the migration ability in physics experiment teaching. We analyze the mechanism of DA and the reason why it can develop the ability. At the same time, we appropriately correct graduated prompts approach, one of the DA models, in order to apply it to the physics experiment teaching.4. Choose participants under the rule mentioned in this paper. Quantify and analyze the test results, and then make a judgment that if the migration ability has improved.5. Point out the insufficiency of this study, and present an outlook on the future research.In this paper, we conclude that it’s possible to develop migration ability by means of DA in physics experiment teaching. After finished test II with proper intermediary support, the students do better in test III, though the available prompts are reduced and less relevant, which proves that students’ migration ability has been improved.更多还原