物理案例教学的实践模式辨析  

The Differentiation and Analysis of Practice Model of Case-Based Physics Teaching

作　　者：冯杰[1] 刘兰英[1] 冯迪[2] 

机构地区：[1]上海师范大学数理学院,上海200234 [2]江苏科技大学材料科学与工程学院,江苏镇江212018

出　　处：《课程．教材．教法》2016年第7期101-107,共7页Curriculum，Teaching Material and Method

基　　金：上海市教育委员会课题"规培溯源;学研相长--物理新课程案例教学专题研究"(ShsgeY201411)

摘　　要：面对我国基础教育领域教师来源多元化改革带来的教师能力培养问题,物理学科教学领域正在积极地探索物理案例教学的有效实践模式。物理学及其物理教育具有自己的学科特点,在职的和准备入职的物理教师与中学生是两大类泾渭分明不同教育对象。前者应当借鉴经典意义上的案例教学,后者的案例教学类似于一般教学案例、优秀的教案或典型的教学设计,此一点在目前的相关研究、讨论和实践中似乎存在一定的混乱。因此,有效探讨物理案例教学的内涵、类型、模式、结构和实施策略等是一个迫切的现实课题。In face of the problem of teachers＇ competency development emerging from the reform of multi provision channels for teachers in basic education, the practice of case teaching model is being actively explored in the field of physics teaching. Physics and physics teaching have their own disciplinary characteristics. In-service teachers and the prospective teachers are distinctively different from physics students in terms of teaching objects. Case teaching for the former should be regarded and prepared in light of its classical sense, while case teaching for physics students should be more like ordinary teaching cases, typical teaching plans or excellent teaching designs. There is some confusion about this in present research, discussion and practice. Therefore, it is an urgent and realistic topic to discuss the meaning, types, patterns, structure and implementation strategies of physics case teaching.

关 键 词：案例教学 物理学科教学 物理教师教育能力 案例教学结构 

分 类 号：G633.7[文化科学—教育学]