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我对本课题的初步研究可分为四个部分: 1.科学方法教育的研究方法与现状;2,具体科学方法的教学;3.逻辑科学方法的教学.4.分析问题、解决问题(?)学方法的教学。 1 科学方法教育的研究方法与现状 在我国中学物理教学中,科学方法教育的研究始于80年代。进入90年代,科学方法教育的研究渐成热点,有关的研究成果不断涌现。综观这些研究,可以发现一个共同的特点,就是在研究方向上,对于科学方法教育的价值、意义、作用研究较多,具体实施研究较少,在科学方法的教学建议上,原则性阐述较多,结合物理教材的深入研究较少,在科学方法的性质上,列举事例较多,而系统分类研究较少;在教学措施上,定性研究较多,定量研究较少。
My preliminary research on this topic can be divided into four parts: 1. Research methods and status quo of scientific method education; 2. Teaching of specific scientific methods; 3. Teaching of logical science methods. 4. Analysis of problems, problem solving (?) Learn how to teach. 1 Research methods and status of scientific method education In the middle school physics teaching in China, the research of scientific method education began in the 1980s. In the 1990s, the study of scientific method education became hot, and related research results continued to emerge. Looking at these studies, we can find a common characteristic that in the direction of research, there are many studies on the value, significance, and role of scientific method education, and there are few specific implementation studies. In principle, the principle of scientific method teaching is more elaborated. There are few in-depth studies on physics textbooks. In terms of the nature of scientific methods, there are many examples and systematic classification studies are few. In terms of teaching measures, qualitative research is more and quantitative research is less.