信息技术与物理教学整合的理论和实践
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摘要
信息化是二十一世纪的标志,是当今世界经济和社会发展的大趋势,以网络技术和多媒体技术为核心的信息技术已成为拓展人类思维的创造性工具。在这种情况下,信息技术作为最先进的教学媒体与物理学科整合,不但深化了物理学科教学、加大了学科信息容量,而且提高了教师课堂四十五分钟的教学效率和学生课外的自主学习效率。
本文对信息技术与物理课程整合进行了几部分的阐述:第一部分信息技术与物理课程整合的内涵和本质;第二部分信息技术与物理课程整合的特征;第三部分信息技术与物理课程整合的优势;第四部分信息技术与物理课程整合的主要原则;第五部分信息技术与物理课程整合具体实施;第六部分信息技术与物理课程整合的内容;第七部分信息技术与物理课程整合时出现的问题以及应对的方法;除此之外,还进行了一系列的整合实践,建立了物理教育网、设计了"物理网络学习问卷"调查,并进行了问卷调查后的数据反馈和分析。通过本文的阐述可以看出信息技术与物理课程整合是新的教育形势下的必然要求,是实施素质教育和培养创新人才的必由之路。
Informationization is the mark of the 21 century. It is the great trend of the world economy and social development. The information technology with network technology and multi-media technology as its core has been the creative tool that expands the thought human being. Under this condition, information technology, as the most advanced teaching media, integrated with physics, not only deepens the subject teaching of physics, expands the information content of the subject, but also promotes the teacher's teaching efficiency in the 45 minutes class, and the students' autonomous learning efficiency after class.
The present paper addresses the several sections of the integration of the information technology with the subject of physics: Section I: the connotation and essence of the integration of information technology and physics; Section II: the characteristics of the integration of information technology and physics; section III: the advantage of the integration of information technology and physics; section IV: the main principle of the integration of information technology and physics; section V: the application of the integration of information technology and physics. Section VI: the content of the integration of information technology and physics; section VII: the problems of and solution to the integration of information technology and physics.In addition to these, a series of integration practice has been under way, physics teaching web has been constructed, the "questionnaire of physics online study" has been designed, and the data feedback and analysis of the questionnaire has been carried.
Through description of this paper, it is obvious that the integration of information technology and the subject of physics is the necessity under the new educational situation, and is the only way for implementing the for all-round development and cultivating creative talent.
本文对信息技术与物理课程整合进行了几部分的阐述:第一部分信息技术与物理课程整合的内涵和本质;第二部分信息技术与物理课程整合的特征;第三部分信息技术与物理课程整合的优势;第四部分信息技术与物理课程整合的主要原则;第五部分信息技术与物理课程整合具体实施;第六部分信息技术与物理课程整合的内容;第七部分信息技术与物理课程整合时出现的问题以及应对的方法;除此之外,还进行了一系列的整合实践,建立了物理教育网、设计了"物理网络学习问卷"调查,并进行了问卷调查后的数据反馈和分析。通过本文的阐述可以看出信息技术与物理课程整合是新的教育形势下的必然要求,是实施素质教育和培养创新人才的必由之路。
Informationization is the mark of the 21 century. It is the great trend of the world economy and social development. The information technology with network technology and multi-media technology as its core has been the creative tool that expands the thought human being. Under this condition, information technology, as the most advanced teaching media, integrated with physics, not only deepens the subject teaching of physics, expands the information content of the subject, but also promotes the teacher's teaching efficiency in the 45 minutes class, and the students' autonomous learning efficiency after class.
The present paper addresses the several sections of the integration of the information technology with the subject of physics: Section I: the connotation and essence of the integration of information technology and physics; Section II: the characteristics of the integration of information technology and physics; section III: the advantage of the integration of information technology and physics; section IV: the main principle of the integration of information technology and physics; section V: the application of the integration of information technology and physics. Section VI: the content of the integration of information technology and physics; section VII: the problems of and solution to the integration of information technology and physics.In addition to these, a series of integration practice has been under way, physics teaching web has been constructed, the "questionnaire of physics online study" has been designed, and the data feedback and analysis of the questionnaire has been carried.
Through description of this paper, it is obvious that the integration of information technology and the subject of physics is the necessity under the new educational situation, and is the only way for implementing the for all-round development and cultivating creative talent.
引文
[1]何克抗.现代教育技术[M].北京:北京师范大学出版社,1998.
[2]朱宏雄.物理教育展望[M].上海:华东师范大学出版社,2002.
[3]张大均.教育心理学[M].北京:人民教育出版社,1999.
[4]黄甫全主编.课程与教学论[M].北京:高等教育出版社,2002
[5]秦晓文.利用现代教育技术优化中学物理课堂教学结构和学习过程[J].北京:教育科学研究,2001,(5).
[6]张家全.利用现代信息技术促进教学过程的改善[J].北京:教育研究,2001,(10).
[7]谢利民、郑百伟主编.现代教学基础理论[M].上海:上海教育出版社,2003.
[8]吴立岗.教学的原理模式和活动[M].广西:广西教育出版社,1997.
[9]王帮平.高中物理课导学模式的实践与思考http://www.hdwuli.bj.cn/teacher/daoxuejianjie.htm
[10]黄荣怀、曾兰芳、余冠仕.我国教育技术的发展趋势简析[M].北京:中国电化教育,2002,(9)
[11]陈建.对信息技术与物理课程整合的认识[J].北京:教育科学研究,2002.
[12]李谨.纵论信息技术与课程整合──何克抗教授专访[J].北京:教育技术通讯,2002
[13]何克抗.建构主义──革新传统教学的理论基础[J].北京:学科教育,1998,(3),(4),(5),(6)
[14]徐平.积件在计算机辅助教学中的地位和作用[J].北京:中国电化教育,1998,(7)
[15]付婷.对物理网络教育的几点思考[J].贵州师范大学学报.2006.2
[2]朱宏雄.物理教育展望[M].上海:华东师范大学出版社,2002.
[3]张大均.教育心理学[M].北京:人民教育出版社,1999.
[4]黄甫全主编.课程与教学论[M].北京:高等教育出版社,2002
[5]秦晓文.利用现代教育技术优化中学物理课堂教学结构和学习过程[J].北京:教育科学研究,2001,(5).
[6]张家全.利用现代信息技术促进教学过程的改善[J].北京:教育研究,2001,(10).
[7]谢利民、郑百伟主编.现代教学基础理论[M].上海:上海教育出版社,2003.
[8]吴立岗.教学的原理模式和活动[M].广西:广西教育出版社,1997.
[9]王帮平.高中物理课导学模式的实践与思考http://www.hdwuli.bj.cn/teacher/daoxuejianjie.htm
[10]黄荣怀、曾兰芳、余冠仕.我国教育技术的发展趋势简析[M].北京:中国电化教育,2002,(9)
[11]陈建.对信息技术与物理课程整合的认识[J].北京:教育科学研究,2002.
[12]李谨.纵论信息技术与课程整合──何克抗教授专访[J].北京:教育技术通讯,2002
[13]何克抗.建构主义──革新传统教学的理论基础[J].北京:学科教育,1998,(3),(4),(5),(6)
[14]徐平.积件在计算机辅助教学中的地位和作用[J].北京:中国电化教育,1998,(7)
[15]付婷.对物理网络教育的几点思考[J].贵州师范大学学报.2006.2