“无理”教学的问题及解决  

A Problem Solving of Unreasonable Teaching

作　　者：罗国忠[1] 

机构地区：[1]广西教育学院教研部

出　　处：《全球教育展望》2015年第3期19-26,76,共9页Global Education

基　　金：广西教育科学"十二五"规划课题<普通高中学生综合素质评价体系研究>(课题编号:2011C0138);广西教育科学"十二五"规划2013年度广西普通高中课程改革专项课题<高中物理探究教学有效性的实践研究>(课题编号:2013ZJJ042)的研究成果

摘　　要：以高一物理《太阳与行星间的引力》为例,通过调查研究和行动研究,发现"无理"教学的产生原因至少有三个:一是教材本位思想严重,生搬硬套教教材;二是教师本位思想严重,把学生当容器灌输;三是传统应试思想作祟,重结果轻过程。针对这些原因,教师在研透知识和学生认知的基础上重构教学内容和教学方式,利用学生认知冲突创设问题情境,引导学生积极参与思维探究过程,使物理教学变得更讲理,促使学生学会、会学、乐学。With ＂gravitational force between the sun and the planets＂ as an example, through investigation research and action research, found that physical teaching becoming into unreasonable teaching has three causes： Teaching material- based, teachers- based, and examination- orientated education. In view of these reasons, teachers restructure teaching content and teaching methods,create problem situation by using students＇ cognitive conflict, guide the students to actively participate in the inquiry process, to make the physical teaching becomes more reasonable, to make students learn, how to learn, happy to learn.

关 键 词：理论探究 教材本位 教师本位 认知冲突 重构教学 

分 类 号：G633.7[文化科学—教育学]