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1、河北师范大学硕士学位论文高中生应用物理图像解决问题研究姓名:孙芳申请学位级别:硕士专业:课程与教学论物理学指导教师:孟秀兰20100406摘 要 文字、符号、图像构成了独特的物理语言,三者相互补充、相互转化,从而准确、生动地把物理世界及其规律展现给我们,同时也产生了丰富的、独特的表征方式,如文字表征、口头表征、图像表征、数学表征等。其中,用图像表征问题是物理学习及问题解决的一个重要方面。图像表征是指用图的形式来阐述问题。应用物理图像解决问题特指物理学习中,应用示意图和物理函数图象等方式描述物理过程、情景和推理过程,包括识图和构图两个层次。 灵活、主动地运用物理图像对学生具有很大的促进作用。首先
2、,物理图像可以发展学生的视觉空间智力,提高学生的物理创造性思维,还可以培养学生的审美情趣。其次,在物理学习中,图像可以帮助理解物理概念,促进物理规律的学习,帮助分析物理实验,更有利于物理习题的解决。 从对教师的访谈和学生考试情况分析发现,学生应用物理图像的意识薄弱,并且能力不强。在高中物理教学及学习中,文字、符号几乎成了物理的代名词,图像语言得不到应有的重视和应用。 对高中生应用物理图像解决问题的现状及其影响因素问卷调查结果显示:一、在物理问题解决中,学生对示意图比较依赖,大部分学生有画图的意识,但在正确画出示意图表达题意方面存在一定问题。对于物理函数图象,学生应用的比较少,只有很少部分学生经
3、常应用这种方法,大部分学生只是偶尔在固定题型中使用。在自主应用函数图象的问题上学生的意识普遍薄弱。二、出现上述结果的原因是多方面的,主要有: (1)大部分学生认为物理图像对物理问题的解决比较有帮助,并且比较可靠,但喜欢用这种方式的人并不多。 (2)各级各类学校的教师在平时的教学中都能够较规范地画示意图和函数图象,但留给学生自己动手的空间远远不够,并且不注意讲解图像的画法、技巧之类的常识。对于函数图象的应用,教师的态度普遍趋于保守,在考试中不太提倡学生采用这种方法。 (3)问题的性质对学生应用物理图像解决问题有一定影响。情景类的物理问题,大部分学生能画出示意图;要求画出函数图象的问题,学生的作答
4、情况也比较好;但是,遇到综合性的,尤其是自主应用函数图象的问题,学生的作答情况很差。 (4)学生以前应用物理图像解题的经历也会对学生自身产生影响。 基于问卷调查的结果,建议教师在平时的物理教学中要重视图像的构建过程;充分发挥教师的示范作用,培养学生良好的作图习惯;还要加强实验教学,丰富学生的想象III能力,提高应用函数图象处理数据的能力。 关键词:物理图像 示意图 物理函数图象 图像表征 物理问题解决 IVAbstract Words, symbols and figures, which complement and transform each other, constitute the
5、unique physical language. They not only demonstrate the physical world and its laws accurately and vividly, but also produce a lot of rich and unique representations, such as word representations, oral representations, figure representations and mathematic representations, etc. The figure representa
6、tions, descibing problems by figures, is an important aspect in physics-learning and problem-solving. Solving problems with physical figures means that we describe physical processes, scenes and the processes of reasoning with schematic and physical graphs in physics-studying. It includes figure-rea
7、ding and figure-constructing. Using physical figures flexiblely and actively plays an important part in the process of problem-solving. Firstly, it can develop students vision intelligence, improve students creative thinking and cultivate students aesthetic taste. Secondly, it can help students unde
8、rstand the physical concepts, promote the study of the laws of physics, analyze physical experiments and solve the problem in physics. From the interviews on some teachers and the analyses of the students test, we find that students consciousness and capability of using physical figures are very wea
9、k. In senior school, words and symbols are the main methods in physics teaching and learning. However, figure language is not paid enough attention. The survey on the condition of using physical figures to solve problems and its influence shows that: First, students depend on schematic in physics st
10、udying. Most of them have the consciousness of drawing graphs, but theres something wrong in correct expression. Physical graph is used less. Only a few students use this method, the majority only occasionally use it in certain questions. Generally, the consciousness of using physical graphs indepen
11、dently is very weak. Scond, there are a variety of reasons leading to the results. (1)Most of students believe that using physical figure is helpful to solve physical problems and its more reliable, but so many students like using this mathod. (2)Teachers can draw schematic and physical graphs in th
12、e usual teaching, but space left to student is not enough, and the techniques and skills of drawing are not explained. For physical graphs, teachers tend to be conservative and dont advocate the using of this method in exams. (3)The style of problems has certain Vinfluence on using phycial figures t
13、o solve problem. For the problem of scene, most students can draw schematic. for the problem of drawing physical graphs, students responds are aslo quite well. However, for the comprehensive figure problems, especially using graphs independently, the situation is very bad. (4) The experience of usin
14、g physical figures to solve problems also affects the students. Based on the survey, we suggest that the teachers should pay attention to the process of constructing figures, give full demonstrations to students and cultivate their good habits of drawing, strengthen experimental teaching to inrich s
15、tudents imagination and improve the ability of using figures on data processing. Key Words: physical figures schematic physical graphs figure representation physical problem solving VI学位论文原创性声明 学位论文原创性声明 本人所提交的学位论文高中生应用物理图像解决问题研究 ,是在导师的指导下,独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写过的研究成果
16、。 对本文的研究做出重要贡献的个人和集体,均已在文中标明。 本声明的法律后果由本人承担。 论文作者(签名) : 指导教师确认(签名) : 年 月 日 年 月 日 学位论文版权使用授权书 学位论文版权使用授权书 本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘,允许论文被查阅和借阅。本人授权河北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或其它复制手段保存、汇编学位论文。 (保密的学位论文在 年解密后适用本授权书) 论文作者(签名) : 指导教师(签名) : 年 月 日 年 月 日 II1 绪 论 1.1 问题的提出 由联合国教科文组织国际教育发展委员会编著的 学会生存教育世界发展的今天和明天 ,曾指出: “通过图画进行交流,已经发展到空前的规模。一切视觉的表达方式正在侵入每一个人的世界, 正在渗透到所有的现代生活方式。 ”1图画是人们进行交流,解决问题的一种方式, 由来已久, 从象形文字的产生到今天的