论文部分内容阅读
近十多年来,国内外物理教育工作者对中学生物理学习兴趣进行大量理论论述,大多从物理学习兴趣的重要性出发,引用教育学、心理学的理论阐述学习兴趣的培养问题。但此类研究有两点不足:一是理论与方法过于抽象空洞,从而从某种程度上失去了指导教学实践的意义;二是多是经验性的。经验性虽然克服了空洞、抽象性,但又有了一定的局限性(也许经验只适合某一区域某一层次的学生),研究成果缺乏普遍的指导意义。本文从理论出发,结合心理学特点及大量实际操作,与实践相结合,力图克服以上两点局限性,对初中学生物理学习兴趣的培养,进行了创新性探索。
In the past decade or so, physics educators at home and abroad have conducted a lot of theoretical discussions on the physics learning interest of middle school students. Most of them are based on the importance of physics learning interests and cite pedagogic and psychological theories to elucidate the cultivation of interest in learning. However, there are two shortcomings in this kind of research: First, the theory and method are too abstract and empty, thus losing the significance of guiding teaching practice to some extent; second, it is mostly empirical. Although empiricism overcomes emptiness and abstraction, it has certain limitations (perhaps the experience is only suitable for a certain level of students in a certain area), and the research results lack universal guidance. This article starts from the theory, combines the characteristics of psychology and a large number of practical operations, combined with practice, trying to overcome the above two limitations, innovative exploration of junior students’ physics learning interest training.