“学教文化”理念在初中物理教学中的探索与研究
学科教学（物理）专业
研究生成林岭指导教师谢名春
摘要教育不能窄化为应试，更重要的是文化的积淀与生命的成长。物理基础教育不仅要传授应试所需知识，更应该关注学生核心素养的培育，保持后续学习的热情和张力。本文以建构主义和科学探究教学思想为依据，从文化的视角出发，来思考中学物理教学，提出了“学教文化”这一教育理念。对其基础理论做了一定的构想，并应用到初中物理教学中，通过一年多的实践与反思，总结成文。以期能帮助一线教师和学生，积极挖掘物理学的文化价值，不断优化学习模式，发挥物理教学的育人功能。从对三维目标的独立探索，迈向层次更丰富的核心素养培育，追求知、能、人三者的和谐统一。
薏米怎么做好吃本文主要分为五个部分。第一章介绍了研究背景，包括：理论基础、相关政策导向、中外研究现状。第二章说明了本项研究的程序与方法。第三章从对核心素养的解读出发，通过对物理、文化、教学、学教这四个概念的关联对比，来阐述“学教文化”理念的基础构想。再结合初中物理教学实际，深入剖析了“学教文化”的四方面特性。第四章，从三个维度梳理了贯彻“学教文化”理念的具体实践。“以学定教，优化教学策略”主要是落实“学教文化”的核心思想以学定教，开创了“三环五学”和“SQEA循环”模式，来实现物理教学中从“教学”到“学教”的逻辑重构。“情理共生，渗透物理文化”总结了如何在物理教学中，彰显“学教文
化”的文化特色。“以人为本，培育核心素养”是“学教文化”理念在初中物理课外教学中的应用，例举了与“学教文化”育人观一致的STEAM 课程实践。第五章说明了本项研究的意义与创新，针对不足之处，提出了反思与展望。
关键词：学教文化初中物理核心素养三环五学STEAM课程
The exploration and rearch of"Culture of learning and teaching"in middle school physics teaching
Major：Subject Teaching(Physics)
Master：Cheng Linling Supervisor：Xie Mingchun Abstract Education can not be narrowed into exam oriented,more importantly, it is the accumulation of culture and the growth of life.Physical basic education should not only impart the knowledge needed for examination,but also pay attention to the cultivation of students'core literacy and keep the enthusiasm and tension of follow-up learning.Bad on constructivism and scientific inquiry teaching ideas,this thesis,from the perspective of culture,think about physics teaching in middle school, and creatively puts forward the educational concept of"Culture of learning and teaching".The basic theory of it has been put forward and applied to junior high school physics teaching.Through more than one year of practice and reflection,it is summarized and written.In order to help teachers and students,actively explore the cultural value of
physics,constantly optimize the learning mode,play the educational function of physics teaching.From the independent exploration of the three-dimensional goals to the cultivation of a richer level of core literacy,the pursuit of a harmonious unity of knowledge,ability and people.
This thesis is gmented into the five parts.：The first chapter introduces the rearch background,including theoretical basis,relevant policy guidance,and the current situation of Chine and foreign rearch.The cond chapter describes the procedure and method of this study.The third chapter starts from the interpretation of core literacy,through the correlation and comparison of the four concepts of physics, culture,teaching,learning and teaching,to elaborate the basic concept of"Culture of learning and teaching".Combined with the physical teaching practice of Middle school,the paper analyzes the four characteristics of"Culture of learning and teaching".The fourth chapter combs the specific practice of implementing the concept of"Culture of learning and teaching"from three dimensions."Learning determines teaching,optimizing teaching strategy"is mainly to implement the core idea of "Culture of learning and teaching"to learn to teach,and create the"Three links and five steps learning"and"SQEA cycle"mode to realize the logical reconstruction from "teaching"to"learning to teach"in physics teaching."Emotion and reason coexist and permeate the culture of Physics"summarizes how to show the cultural characteristics of"Culture of learning and
teaching"in physical teaching."People oriented, cultivating core literacy"is the application of the concept of"Culture of learning and
teaching"in the extracurricular teaching of physics in junior high school.It exemplifies the steam curriculum practice consistent with the concept of"learning and teaching culture".The fifth chapter explains the significance and innovation of this rearch,and puts forward the reflection and outlook for the shortcomings.
Keywords：Culture of learning and teaching Middle school physics Core literacy Three links and five steps learning STEAM cour
目次
摘要 (3)
Abstract (4)你是我心里的烙印
目次
1研究背景 (8)
1.1理论生长点 (8)
1.1.1建构主义 (8)
1.1.2科学探究教学思想 (8)
1.2政策支撑点 (9)
1.3研究参考点 (10)
2研究程序与方法 (13)
2.1研究程序 (13)
2.2研究方法 (13)
3基于核心素养培育的初中物理“学教文化”理论构想 (15)
3.1“核心素养”解读 (15)
新疆师范大学招聘
3.2“学教文化”理念与物理教学的契合 (16)
3.2.1物理、文化、教学、学教的对比与关联 (16)
3.2.2对初中物理中“学教文化”理念四种特性的剖析 (16)
4贯彻“学教文化”理念的具体实践 (21)
4.1以学定教，优化教学策略
——从“教学”到“学教”的逻辑重构 (21)
4.1.1开创“三环五学”模式与“SQEA循环” (21)
4.1.2初中物理教学案例探讨 (23)
4.1.3学情前后测对比分析 (31)
4.2情理共生，渗透物理文化
——彰显“学教文化”中的文化特色 (33)
幼儿园音乐教育
4.2.1把物理学历史化 (34)
4.2.2把物理学生活化 (35)
4.2.3把物理学情境化 (35)
4.2.4把物理学人物化 (36)党的最高领导机关
4.2.5把物理学方法化 (36)
4.3以人为本，培育核心素养
——落实“学教文化”育人观的课外STEAM课程初探 (37)
4.3.1STEAM课程解读 (37)我的母狗妈妈
4.3.2“未来之城”国际青少年STEAM项目竞赛实践 (38)
5总结 (38)
5.1研究的意义与创新 (41)
5.1.1探索了“学教文化”理念与物理教学契合的基础构想 (41)
5.1.2创新了初中物理教学的特色学习模式 (41)
5.1.3促进了教师的专业发展 (41)
5.1.4丰富了教育改革的理论成果与实践经验 (42)
受凉发烧
5.2反思与展望42参考文献 (44)
夜夜秀场附录1 (46)
附录2 (47)
致谢 (52)
