现代化教学手段在初中物理教学中的应用与思考
Paul Zitzewitz.Physics McGraw-Hill Company USA
摘要：现代化教育技术手段的应用，有利于促进教学观念的转变、教学内容的变革，提高教学效率。现代化教学手段主要包括电化教学（投影、音像、语音室等）、计算机辅助教学（CAI）及计算机网络等手段，其中以多媒体为核心的现代化教学手段是最具活力的部分。
一、现代化教学手段在中学物理课堂教学中的应用
1.应用现代化教学手段突破重、难点。
初中物理实验课的教学过程中，通常采用的形式大多都是教学视频。因为它的教学时间要比较短一些，更加符合学生们的学习特点，能够根据学生们实际的学习习惯以及他们的知识掌握水平来对微课的时间进行设置。在初中，一般课程时间都设置在40-45分钟左右，微课因为时间较短，又被人们称为是课例片段或者是微课例。因其时间较短，因此在教学内容方面相对少一些，往往只是集中在一个问题上，但是此种方式更能突出主体，让学生们抓住重点，因此更加符合教师们的需求。微课运用于物理课程教学的目的是为了更好的将物理教学的重点和难点展现出来，同时正确的表现教学的主题，使得教学环节更加流畅。同传统教学相比，微课内容更为容易让学生们理解掌握，相对来说更加简单，因此又被称为是微课堂。
中学物理中的重点知识是指构成物理学科基础中最重要的物理概念和规律，是进一步学习物理学和近代科学技术的基础。中学物理中的难点知识是指学生感性知识较少，抽象难以理解的概念和规律，以及一些物理现象和过程较为复杂，联系运用的规律较多的问题。
在教学中，教师常常从学生的实际和实验中获得的感性认识出发，再由物理现象的分析突出其本质和物理意义，最后利用讨论、研究和习题来巩固和深入掌握。用现代化教学手段可以方便地将学生日常生活和“经验”或“感性认识”进行辨析，抽象升华为理论。
例如，在“探究凸透镜成像规律”中，涉及概念多且相关变化关系较复杂。如果先通过学生实验自主探究成像规律，再借助动画课件演示物距改变时，成像光路和像的动态变化过程，学生印象深刻，突破难点。又例如，用动画模拟轮船通过船闸的过程，使学生理解连通器原理怎样应用。学习“杠杆”时，力臂是容易判断错误的概念，可以将“撬棒”、“活塞式抽水机手柄”等杠杆制成动画课件，使力臂随动力方向而改变，会使学生轻松掌握。
2.应用现代化教学手段优化物理实验，培养规范的实验技能。
初中物理是物理学教育的启蒙阶段，初中学生的抽象思维在很大程度上还属于“经验型”，具体形象的成分起着重要作用，因此，实验是教学最重要的环节，但是一些演示实验的可见度不大。如在《动能和势能的相互转化》的实验是：运动的木球打击弹片又被弹片反弹后运动。本实验的关键是使学生观察到弹片被打弯曲后又恢复打击木球的过程。常规实验过程太快，学生很难观察到这个现象。及时切入CAI模拟实验，将运动过程放慢，则难点就迎仞而解。
有些教学内容还涉及到一些宏观或微观的自然现象和高科技知识，不能用普通仪器直接观察到，学生难以想象。借助CAI来展示，效果就不一样了。如，模拟地球和月球的运动，形成日月食。又如，在《核能》一节教学中，构建适当的物理模型，来帮助学生理解“链式反应”。
学生在实验中会出现各种错误和不规范的操作，教师巡回辅导难以周到，可以统一放映多媒体视频来进行指导，提高实验效率和质量，规范实验技能。
探究性实验不宜这样做，因为这类实验的目的是培养学生探索物理规律的兴趣和方法。如果用多媒体手段进行指导，会削弱学生的探究兴趣。
3.加强理论联系实际，扩展学生视野，培养求知欲。
物理知识从实践中来又到实践中去。初中物理教材中，基本上每一章都有1～2节应用课，举例讲述本章的物理知识在生活、生产实践中的应用，其中很多内容，学生陌生，教师口头讲解，枯燥而缺乏感染力。如：噪声的危害、船闸、浮力的利用（潜水艇、热气球、飞艇）、内能、风能、电磁起重机、核电站，等等。如果采用多媒体技术，将有关的视频、动画剪辑在一起，将陌生的内容生动直观的展示出来，则教者得心应手，学者感受真切。
二、在物理教学中应用现代化教学手段的思考
1.追逐最新媒体，忽视基础媒体。
随着多媒体技术的发展，在一线教师中出现追逐最新媒体，忽视基础媒体的倾向。而实践证明，多媒体教学应用既不宜故步自封，也不宜一味求新。尺有所短，寸有所长，基础媒体的许多特色依然实用。如投影的实时展示功能；幻灯的实景放大功能；教学模型的空间结构功能，都不能被完全取代。教师应根据教学内容需要选择适当的教法，配合适当的媒体，使多种教学手段有机结合，优势互补，充分提高教学质量。
2.忽视物理学科特点，随意用视频或课件模拟取代实验。
有些教师过分求新求异，热衷与动画表现，甚至把学生已有的经验或实验能表现的现象也做成课件来演示，教师充当多媒体课件的“操作工”和“解说员”，这是违反物理学教学原则的。
物理是以实验为基础的学科，实验技能只有在实践操作中，反复训练，才能获得提升。而电脑模拟实验，不需要学生动手操作，看的多，做的少，缺乏体验和实践，引不起学生积极思维没有感知的兴趣，从而失去探究的欲望。例如：“水和酒精混合后体积会变小”的实验，取材简易，借助一根玻璃管就能完成，而且现象明显，而在多媒体的展示下，现象一代而过。学生在教师的引导下形成结论，思考空间被压缩，现代化的教学手段变成了强灌学生的工具。
实验也是培养创新能力的重要手段。同一物理问题可以用多种器材、多种方法探究，而同样器材也可以探究多个物理问题。动画模拟实验，是按照确定的教学流程设计制作，各环节高度统一，无法适应变化的教学情况，不能激发学生的创新思维。
三、合理的利用现代化教学手段提高教学效率
1.各种媒体优化组合，实现优势互补。
各种媒体有着传播特性和优缺点。如传统媒体在培养实践能力，创新能力和教学信息的传导反馈等方面有特定的优势，而现代媒体在表现力，再现力及其大信息、高效率上更胜一筹。
课堂教学是一个变化发展的系统，教师应设法引导系统有序地朝着教学目标发展，实现“高效课堂”。若使用教学媒体单调，学生容易疲劳，适得其反。
2.媒体的选用按需配置，突出主体的积极参与性。
学生是教学的主体，教学媒体必须为开发学生的思维能力，实践能力和创新能力服务。应根据学生的具体情况和教学内容确定用什么媒体，让学生始终积极参与，充分发挥他们的主观能动性。
教学媒体不是越高级越好，有时简单仪器也能有效引导学生注意力和思考方向，调控信息反馈，活跃课堂气氛。复杂设备若处理不当可能会分散学生注意力，甚至误导思考方向。
3.实验优先。
物理学是建立在实验基础上的科学，实验的教学功能是无法用其他手段代替的，应用其他媒体是难于培养实验能力的。因此，能做实验的就尽量做而不用模拟的方法来代替，以使学生获得真实的经验认识，能培养多方面能力。当然，利用媒体讲解实验设计思想、仪器的结构特点与操作关键步骤也是必要的，但这只是对实验教学的辅助运用。
初中物理是一门实验性的学科，经常会通过实验的方法来验证或得出结论，即知识点。实验能够让学生们更加直观的了解到其中的规律，进而加深对结论的记忆。因此在物理微课的教学过程之中，教师们除了应该为学生的学习提供足够的支持和保障外，还要注意对他们的思考习惯以及探索、创新意识方面的培养，增强他们在学习上的主动性，进而无形中拓展他们的知识面，使得学习成绩有所提高。
提高学生们对于物理知识的掌握程度，整体上提高物理教学的效率是中学物理课堂教育的目标，它能够直接影响到学生们的学习成绩。因此，在物理微课的教学过程中，作为一名合格的教育工作者，必须在工作中不断的总结经验和教训，在不断的探索和学习中提高自身的教学素质，进而有效的提高教学效果，使得学生们的综合素质得到提升。
剩余内容已隐藏，支付完成后下载完整资料
The thinking and application of modern teaching methods in Physics Teaching in junior middle school
Abstract: the application of modern education technology, to promote the transition of teaching concept, teaching content reform, improve the teaching efficiency. Modern teaching methods mainly include teaching (projection, audio, speech room), computer assisted instruction (CAI) and computer networks and other means, the modern means of teaching with multimedia as the core is the most active part.
Application of modern teaching means, in the physics classroom teaching in middle school
1 application to teaching means, break through the heavy difficulty.
The teaching process of junior high school physics micro class, usually in the form of mostly teaching video. Because of its teaching time should be shorter, more in line with the learning characteristics of the students, according to the students actual level of mastery learning habits and their knowledge of the time of micro course setting. In junior high school, general courses are set in 40-45 minutes, micro class because time is short, also known as fragment or micro lesson is lesson. Because of the relatively short time, so in the teaching content is relatively small, often only focus on one issue, but this way can highlight the main body, let the students grasp the key, which is more consistent with the needs of the teachers. Application of micro teaching in the physics teaching is for the purpose of better will be the focus and difficulty of teaching physics to show up, and teaching the correct theme, make the teaching more smooth. Compared with the traditional teaching, the micro lesson is easier for students to understand and grasp the, relatively more simple, it is also known as micro classroom.
The key of knowledge in the middle school physics is a physics concept is the most important foundation of physics and the law, is the basis for further study of physics and modern science and technology. The knowledge difficulty of physics in high schools refers to the students with less perceptual knowledge, concepts and laws of abstract and difficult to understand, and some physical phenomena and the process is more complex, with application of many problems.
In the process of teaching, teachers often get from the reality of the students and the perceptual knowledge of physical phenomena, and then analyzed by highlighting the essence and the physical meaning of the research, discussion, and exercises to consolidate and master the. With the modernization of teaching means can easily be students daily life and 'experience' or 'perceptual' analysis, abstraction and sublimation theory.
For example, in the investigation of convex imaging rule ', related concepts and related changes in the relationship between the complex. If the students independent inquiry imaging experiment of using animation courseware demonstration object changes, the dynamic changes of the imaging optical path and image process, students to understand and break through the difficulty. For example, simulation of ship through lock process with the animation, to enable students to understand how to use the principle of communicating vessels. Study of 'leverage' when the arm is easy to judge the wrong concept that can be 'crowbar' and 'piston pump lever handle' animated courseware, the arm of force change with the force direction, will enable students to easily grasp.
2 Application of modern teaching methods to optimize the physics experiment, experiment skill standard.
Physics in junior middle school physics education is the stage of enlightenment, the abstract thinking of junior high school students to a great extent, also belong to the 'experience', the image of the component plays an important role, therefore, the experiment is the most important link in teaching, but not the visibility of some demonstration experiment. As in the 'transformation' of kinetic energy and potential energy of the experiment is: Cricket against shrapnel movement was spring rebound after exercise. The key of this experiment is to enable students to observe and recovery process of shrapnel hit ball was hit after bending. Conventional experimental process is too fast, it is difficult for students to observe the phenomenon. To cut into the CAI simulation experiments, the process is slow, difficult to meet again and the solution.aching content also involves some macroscopic or microscopic phenomena and knowledge, can not be directly observed by ordinary instruments, students find it difficult to imagine. Use CAI to show, not the same effect. Such as, simulate the movement of the earth and the moon, the formation of eclipse. Again, in the 'nuclear' section teaching, constructing physical models, to help the students to understand the 'chain reaction'.
Students there will be a variety of errors and nonstandard operation in the experiment, the teacher itinerant to thoughtful, can be unified on multimedia video to guide, to improve the efficiency and quality, standardize experimental skills.
Inquiry experiment is not to do so, because this kind of experiment is to cultivate interest and method for students to explore the laws of physics. If you use the multimedia instruction, will weaken the students interest in exploring.
3 to strengthen the theory with practice, expand the horizons of students, to cultivate curiosity.
Physics knowledge comes from practice to practice. In junior high school physics teaching, basically each chapter has 1 ~ 2 day course of application, application examples about physics knowledge of this chapter in life, in practice, many of the students teachers, strange, oral presentations, dull and lack of appeal. Such as: the use of hazard, lock, the buoyancy of noise (submarine, hot air balloon, airship), internal energy, wind energy, electromagnetic crane, nuclear power plant, etc
剩余内容已隐藏，支付完成后下载完整资料
资料编号：[287044]，资料为PDF文档或Word文档，PDF文档可免费转换为Word
以上是毕业论文外文翻译，课题毕业论文、任务书、文献综述、开题报告、程序设计、图纸设计等资料可联系客服协助查找。
