基础教育课程改革中物理学习方式转变的误区及对策研究-课程与教学论专业论文.docxVIP

PAGE PAGE 1 中文摘要 2001年以来，基础教育课程改革开始在全国各地普遍展开，而与其紧密配套的教 师的教学方式与学生的学习方式也发生了相应的转变，自主学习、合作学习和探究学 习等学习方式较多地引入课堂，学生的动手操作能力、解决问题能力和创新能力得到 了较大的提高。但是在课程改革的实践过程中，也出现了学习方式转变的“形式化”、 “极端化”、“泛滥化” 倾向。论文首先在摆事实的基础上总结出了学习方式转变中 的误区；然后透过这些现象对本次课程改革的理论基础——多元智力理论、建构主义 学习理论进行了理性的反思，并从理论和现实两个方面进行了原因分析；接着论文进 一步指出学习方式的转变受教师的教育思想、教育教学情境、教育资源条件、教育内 容性质和学生年龄特征及学生个别差异等因素的制约，而教师教育观念的更新、教学 水平的提高、教育评价体制的变革是学习方式转变的根本保障。最后论文提出了转变 教师的教学观念、转变教学方式、转变教学策略以及重新策划物理教育的评价导向的 对策，并以教学案例加以论证。 关键词：基础教育 课程改革 教学方式 学习方式 Abstract Curriculum reform of basic education has been carried out in all of the country since 2001,the teaching approach and learning approach that are closely connected to the reform have also been changed. Self-regulated learning, cooperative and collaboration learning and inquiry learning have been applied in the classroom, which have greatly improved the students competence of manipulation, problem solving and creativity. But in the process of fulfilling the instructional reform, the transition of learning approach have been radicalized, deluged and formalized to some extent. Firstly, this thesis summarizes the misunderstanding in the course of the transition of learning approach on the basis of present facts. Secondly, based on these phenomena this essay gives a rational reflection on theory of multiple intelligence and constructive learning theory, and takes an analysis on the two respects of theory and reality. Thirdly this essay views that the transition of learning approach is enslaved to the teachers educational ideology, educational environment, educational condition, educational content and students age characteristics and individual differences. And the update of teachers educational philosophy, the improvement of teaching strategies, the transformation of educational evaluation system are the ultimate guarantee of the transition of learning approach. At last, this essay put forward the countermeasures in the transformation of teaching concept, teaching approach, teaching strategies