高中物理教学中激发学生探究意识的研究-课程与教学论专业论文.docxVIP

PAGE PAGE 1 摘 要 自从我国于 2001 年 9 月在全国 38 个国家级实验区进行新课程改革实验，至 今已有 7 年的时间了。新的课程和教学理念使我国的基础教育发生了很大的变化， 为提高我国青少年的素质起到了巨大的作用。而探究式教学也在这七年的时间里 也经历了实践的检验，但是就目前的情形来看，探究式教学在实际中的实施情况 并不令人乐观。相当一部分还是为了“探究”而探究，以至流于形式，探究作为 一种教学和学习的方式还没有被真正的贯彻到实际的教学中去，作为一种理念的 探究更没有深入到广大师生的头脑里去，即缺乏探究意识。 本研究对探究意识的含义进行了界定，分析了探究意识各要素及其与探究意 识的关系。运用心理学中关于学习心理的有关知识，并结合探究式教学的相关理 论，在对所研究的高中一年级的两个班的进行新课标的教学实践中，贯彻新课程 下物理教学的基本理念，在探究活动中注重对学生探究意识的培养。让学生亲身 体验探究的过程，并在探究的过程中让学生相互协作，着重创设一种利于学生的 进行科学探究的环境，在探究环境的熏陶和探究过程的经历中予以适当的心理引 导，潜移默化中唤醒学生的头脑里探究欲望，进而激发起探究意识。 本研究在一学期探究教学实践的基础上，总结出在高中物理教学中激发学生 探究意识的原则，并进一步提出了具体的激发学生探究意识的方法。最后反思了 本研究的不足之处，对研究的后续工作进行了展望。 关键词：探究意识， 物理教学， 高中 Abstract Since 2001 September in the 38 state-level experimental zones China put out the new curriculum reform experiments, it has been for seven years. The new curriculum and teaching ideas has quite changed the Chinas basic education, to improve the quality of our young people has played a great role. The inquiry teaching in the period of seven years has also undergone the test of practice, but on the present circumstances, the inquiry teaching in practice the implementation of the situation is not optimistic. A considerable part is in order to“inquire” and inquire, as well as a mere formality, inquiring as a teaching and learning approach has not been truly put to the actual implementation of the teaching work, as a concept did not go to the minds of teachers and students, namely the lack of consciousness of inquiry. In this study, the meaning of inquiring consciousness is defined, and analyzing the elements of inquiry consciousness and the relationship with inquiring consciousness. With the application of the relevant knowledge of psychological study in psychology, combined with the inquiry teaching theory, the study carry the teaching practices of the new standard of curriculum to the two classes of the first grade of high school, to implement the ideas of new curriculum under the basic concept of physics teaching. To stimulation the students’