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基于核心素养下的上海物理学困生课下干预方法研究

【作者】 陈辰

【导师】 陈刚;

【作者基本信息】 华东师范大学, 学科教学(物理)(专业学位), 2020, 硕士

【摘要】 随着教育改革的推进,课程目标从学科内容深入到核心素养,以培养人终身发展和提升人应对全新的高速变化情境的能力。对高中阶段学生发展的评价也应从学科内容深入到对个体核心素养的评价。本研究关注基于物理学科核心素养对高中学生物理学习状态的判定,并尝试通过课下干预措施提升学困生物理核心素养水平,主要工作如下:1、基于核心素养的学困生的判定:在已有的对学困生的研究基础上,从物理学科核心素养角度出发,提出基于核心素养的学困生判定方法,并将基于核心素养判定的学困生根据辨识的难易程度进行分类。2、课下干预方法的研究:制定课下干预方案,研究不同课下干预方案对不同类别的学困生在物理素养提升上的效果,找出针对不同类别的学困生最有效的课下干预方案。本研究采用的主要方法有:文献法、问卷调查法、实验法。本研究的结论如下:1、根据教师对基于核心素养评价下的学困状态识别的难易程度,将物理学科成绩标准分低于-1的学困生群体归类为显性学困群体,其余的学困生群体为隐性学困群体。同时,根据教师的日常评价可以将学困生分为态度型和能力型两种。2、制定了课前预习策略、测试导学策略两种课前干预策略以及专题复习策略和穿插复习策略两种课后干预策略。3、对基于核心素养条件判定下的学困生群体的课前干预策略上,课前预习策略的效果总体上要优于测试导学策略,测试导学策略仅在态度显性学困物理观念提升上有比较好的效果。课后干预策略上,专题复习策略对除能力显性学困之外的其余学困生类型素养提升方面具有优势,穿插复习策略对于能力隐性学困科学思维提升有比较好的效果。

【Abstract】 With the advancement of education reform,the curriculum aims to the core literacy,in order to cultivate people’s lifelong development and enhance people’s ability to cope with new high-speed changes.The evaluation of the development of high school students should also be to the evaluation of individual core literacy.This study focuses on the determination of the physical learning status of high school students based on the core literacy of physics,and attempts to improve the physical core literacy level of students with learning difficulties through the intervention measures.The main work is as follows: 1.Judgment with learning difficulties based on core literacy: Based on the existing research on students with learning difficulties,from the perspective of core literacy of physics,a method based on core literacy is proposed,and it will be based on core literacy.The students with learning difficulties are classified according to the difficulty of identification.2.Research on intervention methods: formulate the intervention program after the class,study the effect of different intervention programs on the improvement of physical literacy of different types of students with learning difficulties,and find out the most effective classes for students with different types of students.The conclusions of this study are as follows: 1.The group of students with physics scores below-1 are classified as dominant students,and the rest of the students are the hidden learning group.At the same time,according to the teacher’s daily evaluation,students with learning difficulties can be divided into attitude type and ability type.2.Two pre-class intervention strategies,two pre-intervention strategies,and thematic review strategies and interspersed review strategies were developed.3.In the pre-class intervention,the pre-school preparation strategy is generally better than the test guidance strategy.The test guidance strategy only focuses on the dominant physical concept of learning.In the post-class intervention strategy,the topic review strategy has advantages in terms of literacy improvement of other students with learning difficulties besides the dominant ability of learning difficulties.Interspersed review strategies have a better effect on the ability of implicit learning.

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  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G633.7
  • 【被引频次】1
  • 【下载频次】488
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