论文标题:中学物理概念建构及创造性思维培养研究
Concept Construction of Middle School Physics and a Research on the Development of Creativity
论文作者 李凤营
论文导师 孟昭辉,论文学位 硕士,论文专业 课程与教学论
论文单位 东北师范大学,点击次数 176,论文页数 39页File Size204k
2005-05-01论文网 http://www.lw23.com/lunwen_149803607/ 物理概念;建构;建构主义;培养;创造性思维
Physical concepts; Constrction; Constructivism;Develipment; Creativity
由于我国中小学长期受应试教育的困扰,只重视学生单项技能培养的同时,在教学中学生的创造性思维不但没有发展反而受到了严重的制约。这是教育工作者和教育专家的共识。尤其物理这一特殊学科,更是容不得有背于教材内容的做法。现在正处于我国新一轮的课程改革之中,这次改革对于课程的内容、教学方式、课程目标体系及课程的评价等方面都有新的调整,也十分重视创造性人才的培养,充分认识到 21 世纪创造性是人才的核心指标。这样的环境为培养学生的创造性思维提供了可能,但现在更需要的是一种适合我国现状的具有指导性和可行性的理论和具体操作方法提供给教育工作者。使其在理论上得到升华,在实践操作中得到借鉴。近半个世纪以来,对于创造性思维培养的研究可谓盛行,其成果颇丰。从美国到日本及至台湾地区,尤其在企业界形成了一股浪潮。但目前的资料显示,对于物理概念教学中培养学生的创造性思维的研究几乎是空白,可以说这是一种缺憾。因为物理概念在物理学的体系中处于核心地位,它是研究物理学的基础,而且物理概念的建构过程给培养学生创造性思维提供了良好的契机。随着心理学的发展,20 世纪以来,建构主义成为风靡全球的理论流派。它从另一视角重新检视了知识观、教学观、师生观。在课堂建构过程中它要求营造民主的、和谐的、友好的氛围同时,强调学生的主体性、高能动性;知识的相对性;强调教师的参与性;强调师生互动;强调思维的发散性、综合性、灵活性和批判性等。它的核心观点是知识并不是简单地成块地传授,而是建构过程,是学生的知识结构的改变和优化过程。这种建构主义的理论十分有宜于创造性思维的培养,它不但从思想观念上给了充分的阐述,在操作层面上也提供了指导。本研究以当下较成熟的创造性思维和建构主义作为基本的理论基础对物理概念的课堂建构进行省思,阐述我们应具有的新的物理知识观,提出时下物理概念教学存在的弊端,给出一种能够积极培养学生的创造性思维的有效途径。文章旨在教师头脑中形成一种新的教学观念、改变僵化教学行为的同时,提供一种物理概念课堂建构及创造性思维培养的方式。
Due to the disturbance of examination-oriented education, along with theemphasis on the single-skill development, learners’ creativity is restricted instead ofbeing developed. This is the consensus of educational workers and experts. Especiallyin the subject of physics, the method of going against the content of teachingmaterials is not permitted. The new round of curriculum reform makes a newadjustment on the curriculum content, teaching method, objective system as well asthe curriculum evaluation. Meanwhile, it also puts the emphasis on the developmentof learners’ creativity, recognizing that in the 21st century creativity is the keycriterion. Such beneficial environment provides possibility for the development oflearners’ creativity, however, an instructive and practical approach, which adapt to thecurrent situation of China, is more urgent for the educational workers. Only in thisway can it be sublimated in the theoretical aspect, and put into practice. For a half century, the research on the development of learners’ creativity has beenpopular and enormous achievements have been made, from America to Japan, even toTaiwan areas, especially in the circles of enterprises it has developed into a trend. Butthe pity is that, according to current statistics, the research on the development ofcreativity in the teaching of physical concepts is nearly blank. Physical concepts takea key role in the system of physics and make a foundation for the research of physics.Furthermore, the construction of physical concepts provides a critical point fordevelopment of learners’ creativity. Since 20th century, with the development of psychology, constructivism hasbecome a theoretical school, which is popular throughout the whole world. From adifferent perspective, it re-examines idea about knowledge, teaching as well as theteacher-learner relationship. In the process of classroom construction, it focuses on thecreation of democratic, harmonious and friendly atmosphere, with the emphasis onlearners’ subjectivity and initiative; relativity of knowledge; the participation ofteachers; divergence, synthesizing and flexibility of thinking. The key idea is thatknowledge is not transmitted, but the change and optimization of learners’ knowledgein the constructional process. This theory is especially beneficial to the developmentof learners’ creativity, not only from the conceptual aspect but also in the operationalway. This research takes a reflection on the creativity and the construction of basicconcepts, illustrates a new idea about physics, puts forward the disadvantages ofphysical concepts, and provides a new way for the development of learners’ creativity.The thesis aims at the forming of a new teaching view, the changing of rigid teachingbehavior as well as providing a new way for the construction of physical concepts andthe development of learners’ creativity.
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