指向核心素养的中学物理PACE翻转课堂实践探索

【作者】 王力；

【导师】 李贵安；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2019， 硕士

【摘要】 随着陈宝生部长“课堂革命”号召的提出,标示着我国进入了以学生核心素养为培养目标的课程改革2.0时代。为了落实立德树人根本任务,新一轮课程改革将改革着力点聚焦课堂。实践证明,课堂教学模式的选择在学生培养方面起着至关重要的作用。翻转课堂教学模式经过多年的本土化探索和发展,其着眼于学生综合素质的提高,与新课标的要求不谋而合。面对中国学生核心素养的提出,如何发挥学科优势培养学生适应终身发展的必备品格和关键能力,将成为亟待解决的问题。基于翻转课堂教学实践,笔者提出PACE翻转三课堂教学模式以及对应的中学物理教学设计策略。通过课堂实效研究,总结给出教学过程中的实施意见,为中学生物理学科核心素养的培养提供有益参考。本研究以安德森认知目标分类体系和建构主义下的单元学习理念为理论指导,结合中学生核心素养内涵,通过文献研究、案例设计、实效研究等方法,首先构建适用于中学物理的PACE翻转课堂的教学理念以及基于物理学科核心素养的培养策略;其次构建中学物理翻转课堂教学模型以及基于核心素养的评价模式。以物理教学中的规律课型和实验课型为例,简述该模式在教学设计中的实际应用。本研究在中学物理课堂教学的实践中获取教师和学生的反馈,检验以学生核心素养为培养目标的中学物理翻转课堂教学模式是否达到预想效果并进行结论分析。本研究主要完成以下几方面的工作:(1)在理论上简述该研究的研究背景和研究意义,通过国内外文献整理对相关研究现状进行了解,并以此为基础提出该研究的总体设计思路和框架,阐明研究的核心问题,并就可行性和创新性进行分析。(2)在分析对比相关概念基础上,以翻转课堂和核心素养的相关理论为指导,以中学物理翻转课堂的现状为切入点,阐述PACE翻转课堂的基本模式并对其核心要素进行解释说明。研究者借助高师课堂的助教实践经验,构建中学物理PACE翻转课堂理念以及提出培养中学生物理核心素养的策略。(3)通过中学物理翻转课堂的理念构建,研究者进而构建起指向学生核心素养的评价模型及指向物理学科核心素养的评价模型,最终构建起中学物理的PACE翻转课堂模型。结合翻转课堂相关理论和现有教学设计,以物理规律教学和实验教学两种课型为设计对象,分别对《机械能守恒定律》《探究加速度与力、质量的关系》进行了指向学生物理核心素养的个性化和系统化的翻转课堂教学设计。(4)以问卷调查为主要手段,利用Excel和SPSS等数据分析软件,对学生发展、模式认可度和教师发展分别进行了实效分析。主要研究了翻转课堂教学模式在学生核心素养培养方面所起作用,选取科学能力和价值观念为调查维度,比较了学生的合作能力、自主学习、探究能力等方面的实践表现效果。同时对课程满意度和PACE翻转课堂应用情况实施调查,结合教师问卷及访谈,给出本研究的相关结论。(5)最后以该研究为基础,针对物理课堂现有模式存在的教学弊端,提出了改进意见,以期通过发挥物理学科优势为学生核心素养的培养提供有价值的参考。更多还原

【Abstract】 With the call of Minister Bao-Sheng Chen’s "Classroom Revolution",it indicates that China has entered the 2.0 reform era with the core literacy of students as the training goal.In order to implement the fundamental tasks "strengthen moral education and cultivate people",the new round of curriculum reform will focus on reforming class.It was proved that the choice of class teaching mode plays a vital role in student development.After years of localization exploration and development,the flipped classroom teaching model coincides with the requirements of the new curriculum standards.Faced with the core literacy of Chinese students,how to cultivate students’indispensable character and key ability to adapt to lifelong development will become an urgent problem.Based on the practice of flipped classroom teaching,the author proposes the PACE flipped classroom teaching mode and the strategy of corresponding middle school physics teaching.Through classroom research,the implementation opinions in the teaching process are summarized,which provides a useful reference for the cultivation of core literacy of middle school students’ physics.This study takes the Anderson cognitive target classification system and the unit learning concept under constructivism as the theoretical guidance,combined with the core literacy connotation of middle school students,through the literature research,case design,and other methods,first,the PACE flipped classroom suitable for middle school physics are constructed,and the cultivation strategy based on the core literacy of physics disciplines are built;Secondly,this study proposes the flipped classroom teaching model for middle school physics and the core literacy evaluation model.Taking the law teaching and the experiment teaching in physics class as an example,the practical application of this model is briefly described.This study obtains the feedback of teachers and students in the practice of middle school physics classroom teaching,and tests whether the flipped classroom teaching mode with the core literacy of students achieves the expected effect,and analyzes the conclusion.This research mainly completes the following aspects:(1)Describing the research background and significance briefly,and understanding the current research status through domestic and foreign literature collation.Then,proposing the overall design ideas and framework of the research,clarifying the core issues of the research.and analyzing the feasibility and innovation.(2)Based on the analysis and comparison of related concepts,with the relevant theories of flipped classroom and core literacy,taking the status of middle school physical flipped classroom as the starting point,expounding the basic mode of PACE flipped classroom and explaining its core elements.Using the practical experience of teaching assistants in the classroom,the researcher constructs the concept of physical PACE flipped classroom in middle school and proposes strategies for cultivating middle school students’ physical core literacy.(3)Through constructing the concept of physical flipped classroom in middle school,the researcher proposes an evaluation model that points to the core literacy of students and an evaluation model that points to the core literacy of physics.Finally,the PACE flipped classroom model of middle school physics is constructed.Combining the related theories of flipped classrooms with the existing teaching model,we design personalized and systematic flipped classroom instruction of two cases of physical law teaching and experimental teaching respectively which directed to the physical core literacy of students.(4)This study used questionnaires as the main means with Excel and SPSS and other data analysis software,to analyze the.students’ development,model recognition and teacher development It mainly studies the role of the flipped classroom teaching mode in the cultivation of students’ core literacy,selects scientific ability and values as the survey dimension,and compares the practical performance effects of students’cooperation ability,independent learning and inquiry ability.At the same time,the survey of course satisfaction and PACE flipped classroom application were carried out with teacher questionnaires and interviews.(5)Based on the research,aiming at the teaching disadvantages of the existing models in the physics classroom,this paper puts forward some suggestions for improving.In order to provide valuable reference for the cultivation of students’ core literacy by giving full play to the advantages of physics.更多还原