《运动解剖学》课程文献资料（脑科学）教育神经科学视域下的高中物理教学设计研究以静电场及其应用”为例.pdf_大学文库

山东师范大学硕士学位论文摘要 2017年(2020修订版)《普通高中物理课程标准》中明确指出：“遵循教育教学规律和学生身心发展规律，贴近学生的思想、学习、生活实际，充分反映学生的成长需要，促进每个学生主动地、生动活泼地发展。”而诞生于21世纪的神经科学、认知科学和教育学整合在一起的教育神经科学，为教育学发展与研究提供了生理科学证据，这就要求教育工作者应该在充分了解脑功能和脑认知规律的基础上，建立或选择适应学生认知发展规律的教学模式。在教育神经科学视域下的教学，能够基于实证地指导学生学习。基于此，本研究通过对教育神经科学研究成果的整理，构建了教育神经科学视域下的高中物理课堂教学策略，尝试应用这些策略整体设计“静电场及其应用”一章的单元教学框架，并设计了具体课时的教学案例，进行实施并总结反思，为进一步把教育神经科学视域下的教学策略应用于高中物理课堂教学提供可参照的教学设计样例，力求探索出更加高效的物理教学方式方法。本文通过文献研究法，总结了教育神经科学的主要理论：(1)脑可以生长新的神经元，大脑神经的联结会因为我们的不断使用而增强：(2)情绪对学习有着巨大的影响，积极的情绪可以帮助更好地认知：(3)脑功能是分区的，不同的脑区发育时间不同，不同类型的学习存在关键期：(4)丰富的环境刺激可以促进新突触的形成，复杂的情境能够帮助大脑学习。结合高中学生脑神经的发育特点和物理教学的学科特点，构建了教育神经科学视域下的高中物理教学策略如下：(1)帮助学生意义建构：(2)构建多元的学习情境：(3)营造积极的情绪氛围：(4)构建及时具体的反馈机制。本文选择更能够体现高中物理抽象性高、教学难度大的2019年人教版高中物理必修三“静电场及其应用”章节为例进行了教学设计研究，旨在通过将教育神经科学视域下的教学策略应用在较能体现高中物理学科特点的章节，更能凸显教育神经科学对于指导高中物理教学实践的优越性。本文根据教育神经科学理论得知，教学设计与实践中注重强调整合教学内容，强化知识联结，因此在进行教学设计工作时，首先把“静电场及其应用”章节作为一个整体进行了单元教学设计，并对其进行了课堂实施。然后基于教育神经科学的多元教学策略，文中以理论型课堂教学《电场电场强度》和应用型课堂教学《静电的防止与利用》为例展开了讨论、设计、课堂教学与评价。经过两节课的教学实践，发现学生在基于教育神经科学理论的指导下的课堂学习中，学习氛围活跃，学习态度积极，学习效果良好。从课堂教学实践和课后的访谈、反思中得出如下教学经验或建议：(1)在课堂上积极构建多元的学习情境，尤其是物理学科抽象性高，教学难度较大，多种学习情境的 C)1994-2022 China Academie Joural Electronic Publishing House.All rights reserved.http:/www.cnki.net

山东师范大学硕士学位论文 I 摘要 2017 年（2020 修订版）《普通高中物理课程标准》中明确指出：“遵循教育教学规律和学生身心发展规律，贴近学生的思想、学习、生活实际，充分反映学生的成长需要，促进每个学生主动地、生动活泼地发展。”而诞生于 21 世纪的神经科学、认知科学和教育学整合在一起的教育神经科学，为教育学发展与研究提供了生理科学证据，这就要求教育工作者应该在充分了解脑功能和脑认知规律的基础上，建立或选择适应学生认知发展规律的教学模式。在教育神经科学视域下的教学，能够基于实证地指导学生学习。基于此，本研究通过对教育神经科学研究成果的整理，构建了教育神经科学视域下的高中物理课堂教学策略，尝试应用这些策略整体设计“静电场及其应用”一章的单元教学框架，并设计了具体课时的教学案例，进行实施并总结反思，为进一步把教育神经科学视域下的教学策略应用于高中物理课堂教学提供可参照的教学设计样例，力求探索出更加高效的物理教学方式方法。本文通过文献研究法，总结了教育神经科学的主要理论：（1）脑可以生长新的神经元，大脑神经的联结会因为我们的不断使用而增强；（2）情绪对学习有着巨大的影响，积极的情绪可以帮助更好地认知；（3）脑功能是分区的，不同的脑区发育时间不同，不同类型的学习存在关键期；（4）丰富的环境刺激可以促进新突触的形成，复杂的情境能够帮助大脑学习。结合高中学生脑神经的发育特点和物理教学的学科特点，构建了教育神经科学视域下的高中物理教学策略如下：（1）帮助学生意义建构；（2）构建多元的学习情境；（3）营造积极的情绪氛围；（4）构建及时具体的反馈机制。本文选择更能够体现高中物理抽象性高、教学难度大的 2019 年人教版高中物理必修三“静电场及其应用”章节为例进行了教学设计研究，旨在通过将教育神经科学视域下的教学策略应用在较能体现高中物理学科特点的章节，更能凸显教育神经科学对于指导高中物理教学实践的优越性。本文根据教育神经科学理论得知，教学设计与实践中注重强调整合教学内容，强化知识联结，因此在进行教学设计工作时，首先把“静电场及其应用”章节作为一个整体进行了单元教学设计，并对其进行了课堂实施。然后基于教育神经科学的多元教学策略，文中以理论型课堂教学《电场电场强度》和应用型课堂教学《静电的防止与利用》为例展开了讨论、设计、课堂教学与评价。经过两节课的教学实践，发现学生在基于教育神经科学理论的指导下的课堂学习中，学习氛围活跃，学习态度积极，学习效果良好。从课堂教学实践和课后的访谈、反思中得出如下教学经验或建议：（1）在课堂上积极构建多元的学习情境，尤其是物理学科抽象性高，教学难度较大，多种学习情境的

山东师范大学硕士学位论文 Research on Teaching Design of High School Physics from the Perspective of Educational Neuroscience-Take "Electrostatic Field and Its Application"as An Example Abstract 2017(2020 revision)"General High School Physics Curriculum Standards"clearly points out:"Follow the law of education and teaching and students physical and mental development law,close to the students'thoughts,learning.life reality,fully reflect the growth needs of students,promote each student actively,lively development."Bor in neuroscience,cognitive science and education in the 21st century education neuroscience together,for the development of education and research provides the scientific evidence,physiological this requests the education workers should fully understand the brain and the brain cognitive law,on the basis of establishing or choose to adapt to the students'cognitive law of development of teaching mode In the education of teaching from the neuroscience,able to guide students based on the empirical study,based on this,this study based on the education of neuroscience research results,build the education of high school physics classroom teaching strategies from the neuroscience,try to apply these strategies the overall design of electrostatic field and its application chapter of unit teaching framework,In addition,teaching cases of specific class hours are designed for implementation and reflection,providing reference teaching design samples for further application of teaching strategies from the perspective of educational neuroscience to physics classroom teaching in senior high schools,and striving to explore more efficient physics teaching methods. In this thesis,the main theories of educational neuroscience are summarized by literature review:(1)the brain can grow new neurons,and the neural connections in the brain can be strengthened by our continuous use:(2)Emotions have a huge impact on learning.and positive emotions can help better cognition,(3)Brain function is divided,different brain regions develop at different times,and different types of learning have critical periods:(4)Abundant environmental stimuli can promote the formation of new synapses,and complex situations can help the brain learn.Combined with the developmental characteristics of high school students' brain nerves and the subject characteristics of physics teaching,the teaching strategies of high (C)94-2 China Academie Joumal Electronie Publishing House.All rights reserved.http:/www.nki.et

山东师范大学硕士学位论文 III Research on Teaching Design of High School Physics from the Perspective of Educational Neuroscience——Take“Electrostatic Field and Its Application” as An Example Abstract 2017 (2020 revision) "General High School Physics Curriculum Standards" clearly points out: "Follow the law of education and teaching and students physical and mental development law, close to the students' thoughts, learning, life reality, fully reflect the growth needs of students, promote each student actively, lively development." Born in neuroscience, cognitive science and education in the 21st century education neuroscience together, for the development of education and research provides the scientific evidence, physiological this requests the education workers should fully understand the brain and the brain cognitive law, on the basis of establishing or choose to adapt to the students' cognitive law of development of teaching mode. In the education of teaching from the neuroscience, able to guide students based on the empirical study, based on this, this study based on the education of neuroscience research results, build the education of high school physics classroom teaching strategies from the neuroscience, try to apply these strategies the overall design of electrostatic field and its application chapter of unit teaching framework, In addition, teaching cases of specific class hours are designed for implementation and reflection, providing reference teaching design samples for further application of teaching strategies from the perspective of educational neuroscience to physics classroom teaching in senior high schools, and striving to explore more efficient physics teaching methods. In this thesis, the main theories of educational neuroscience are summarized by literature review: (1) the brain can grow new neurons, and the neural connections in the brain can be strengthened by our continuous use; (2) Emotions have a huge impact on learning, and positive emotions can help better cognition; (3) Brain function is divided, different brain regions develop at different times, and different types of learning have critical periods; (4) Abundant environmental stimuli can promote the formation of new synapses, and complex situations can help the brain learn. Combined with the developmental characteristics of high school students' brain nerves and the subject characteristics of physics teaching, the teaching strategies of high

山东师范大学硕士学位论文 school physics from the perspective of educational neuroscience are constructed as follows:(1) Help students construct meaning:(2)Construct multiple learning situations;(3)Create a positive emotional atmosphere:(4)Build a timely and specific feedback mechanism. In this thesis,the chapter electrostatic Field and Its Application,which can better reflect the high school physics with high abstractness and difficult teaching.is selected as an example to conduct the teaching design research,aiming to apply teaching strategies from the perspective of educational neuroscience to chapters that can better reflect the characteristics of high school physics.It also highlights the superiority of educational neuroscience in guiding the practice of physics teaching in senior high school.According to the theory of educational neuroscience, teaching design and practice emphasize the integration of teaching content and strengthen the connection of knowledge.Therefore,in teaching design,the chapter of Electrostatic Field and Its Application is taken as a whole to carry out the unit teaching design,and the classroom implementation is carried out.Then,based on the multiple teaching strategies of educational neuroscience,the thesis takes theoretical classroom teaching "Electric field intensity"and applied classroom teaching "Prevention and Utilization of static electricity"as examples to discuss,involve,classroom teaching and evaluation.After two lessons of teaching practice,it is found that students in the classroom learning under the guidance of educational neuroscience theory.learning atmosphere is active,learning attitude is positive.learning effect is good. Teaching experience or suggestions obtained from classroom teaching practice,after-class interview and reflection:(1)actively construct multiple learning situations in class,especially physics subject is highly abstract and difficult to teach.The construction of multiple learning situations can help students understand and master knowledge concepts more easily:(2)Teachers should actively prepare lessons,deeply understand the teaching content,integrate the course structure,adjust the teaching order and do a good job of connecting the teaching links based on the students brain cognitive logic,(3)In teaching design,teachers should pay attention to the connection between old and new knowledge.pay attention to the connection between theory and life practice,and promote the better construction of students'brain neural network;(4)Teachers should have a positive attitude in class,adjust the classroom atmosphere,and be good at using humor to create a lively emotional atmosphere for students,which can greatly improve students' interest in learning and achieve better teaching results:(5)To put students in the main position, C)1994-022 China Academie Joural Electronic Publishing House.All rights reserved.http://www.enki.net

山东师范大学硕士学位论文 IV school physics from the perspective of educational neuroscience are constructed as follows: (1) Help students construct meaning; (2) Construct multiple learning situations; (3) Create a positive emotional atmosphere; (4) Build a timely and specific feedback mechanism. In this thesis, the chapter electrostatic Field and Its Application, which can better reflect the high school physics with high abstractness and difficult teaching, is selected as an example to conduct the teaching design research, aiming to apply teaching strategies from the perspective of educational neuroscience to chapters that can better reflect the characteristics of high school physics. It also highlights the superiority of educational neuroscience in guiding the practice of physics teaching in senior high school. According to the theory of educational neuroscience, teaching design and practice emphasize the integration of teaching content and strengthen the connection of knowledge. Therefore, in teaching design, the chapter of Electrostatic Field and Its Application is taken as a whole to carry out the unit teaching design, and the classroom implementation is carried out. Then, based on the multiple teaching strategies of educational neuroscience, the thesis takes theoretical classroom teaching "Electric field intensity" and applied classroom teaching "Prevention and Utilization of static electricity" as examples to discuss, involve, classroom teaching and evaluation. After two lessons of teaching practice, it is found that students in the classroom learning under the guidance of educational neuroscience theory, learning atmosphere is active, learning attitude is positive, learning effect is good. Teaching experience or suggestions obtained from classroom teaching practice, after-class interview and reflection: (1) actively construct multiple learning situations in class, especially physics subject is highly abstract and difficult to teach. The construction of multiple learning situations can help students understand and master knowledge concepts more easily; (2) Teachers should actively prepare lessons, deeply understand the teaching content, integrate the course structure, adjust the teaching order and do a good job of connecting the teaching links based on the students' brain cognitive logic; (3) In teaching design, teachers should pay attention to the connection between old and new knowledge, pay attention to the connection between theory and life practice, and promote the better construction of students' brain neural network; (4) Teachers should have a positive attitude in class, adjust the classroom atmosphere, and be good at using humor to create a lively emotional atmosphere for students, which can greatly improve students' interest in learning and achieve better teaching results; (5) To put students in the main position

山东师范大学硕士学位论文第一章绪论 1.1选题背景 “尊重教育规律和中学生身心发展规律，为每一位中学生提供合适的教育。”是教育部自2012年开始试行的《中学教师专业标准》中对每位教育工作者的要求。而从上个世纪90年代开始，以功能磁共振成像为代表的无创性脑成像技术的迅速发展，促进了神经科学、心理学和教育学等学科的充分交融与整合，逐步形成了崭新的交叉学科一一教育神经科学。教育神经科学为高质量的课堂教学提供了更为先进和坚实的理论基础。这就要求教育工作者在充分了解脑的结构功能、认知功能、大脑学习规律的基础上，建立起适应学生认知能力发展特点的教育教学方法、教学组织策略和教育评价方式等有关大脑结构和功能成像技术的研究，可以让人们更加深刻地认识人类的大脑是如何学习和思考、怎样产生情绪情感以及如何产生其他各种社会行为的。人们对大脑和学习的理解进入了前所未有的新阶段。脑科学与认知科学的研究表明，教师在课堂上所使用的不同教学方法与策略能够对学生大脑的结构与功能发挥重要的可塑性影响。教师通过对大脑认知和学习的各种神经机制深入了解，可以给教学质量的提高提供更加科学的依据和方法。以教育神经科学的发展为契机，脑神经科学与教育学进一步实现融合，神经科学研究成果在教育中的应用得以强化，进而促进了教育研究、教育决策与教育实践的科学化。回目前关于大脑的结构以及大脑学习的机制等都已有了丰富成果，将此应用于课堂教学，教师在充分了解大脑的认知功能、情绪功能和自我意识等的情况下，可以根据学生大脑发育和活动的规律及大脑认知的进阶规律进行教学，以此进行的课堂教学设计能够更加符合学生的大脑认知规律。更重要的是，这可以根据学习者的不同年龄层、不同性别的不同需求设计出高效的学习课程，形成更加科学有效的教育教学方法、教学组织策略和教育评价方式。通过“基于脑、适于脑、促进脑”的教学设计，教学质量和效率将大大提高，大脑的学习潜能也得以充分发挥。高中物理中的“静电场及其应用”章节的教学，一直是让教师和学生都觉得比较困难的部分。0“静电场及其应用”是高中物理电磁学的开端，与之前学习的力学与运动学的内容相比，该部分的学习内容更加抽象，不易观察和探究，具有抽象内容多、综合性强的特点，更加需要教师利用科学合理的教学策略和方法，做出科学高效的教学设计，更好地 1 (C)1994-02 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net

山东师范大学硕士学位论文 1 第一章绪论 1.1 选题背景 “尊重教育规律和中学生身心发展规律，为每一位中学生提供合适的教育。”是教育部自 2012 年开始试行的《中学教师专业标准》中对每位教育工作者的要求。而从上个世纪 90 年代开始，以功能磁共振成像为代表的无创性脑成像技术的迅速发展，促进了神经科学、心理学和教育学等学科的充分交融与整合，逐步形成了崭新的交叉学科——教育神经科学。教育神经科学为高质量的课堂教学提供了更为先进和坚实的理论基础。这就要求教育工作者在充分了解脑的结构功能、认知功能、大脑学习规律的基础上，建立起适应学生认知能力发展特点的教育教学方法、教学组织策略和教育评价方式等。有关大脑结构和功能成像技术的研究，可以让人们更加深刻地认识人类的大脑是如何学习和思考、怎样产生情绪情感以及如何产生其他各种社会行为的。人们对大脑和学习的理解进入了前所未有的新阶段。脑科学与认知科学的研究表明，教师在课堂上所使用的不同教学方法与策略能够对学生大脑的结构与功能发挥重要的可塑性影响。 [1]教师通过对大脑认知和学习的各种神经机制深入了解，可以给教学质量的提高提供更加科学的依据和方法。以教育神经科学的发展为契机，脑神经科学与教育学进一步实现融合，神经科学研究成果在教育中的应用得以强化，进而促进了教育研究、教育决策与教育实践的科学化。 [2] 目前关于大脑的结构以及大脑学习的机制等都已有了丰富成果，将此应用于课堂教学，教师在充分了解大脑的认知功能、情绪功能和自我意识等的情况下，可以根据学生大脑发育和活动的规律及大脑认知的进阶规律进行教学，以此进行的课堂教学设计能够更加符合学生的大脑认知规律。更重要的是，这可以根据学习者的不同年龄层、不同性别的不同需求设计出高效的学习课程，形成更加科学有效的教育教学方法、教学组织策略和教育评价方式。通过“基于脑、适于脑、促进脑”的教学设计，教学质量和效率将大大提高，大脑的学习潜能也得以充分发挥。[3] 高中物理中的“静电场及其应用”章节的教学，一直是让教师和学生都觉得比较困难的部分。[4]“静电场及其应用”是高中物理电磁学的开端，与之前学习的力学与运动学的内容相比，该部分的学习内容更加抽象，不易观察和探究，具有抽象内容多、综合性强的特点，更加需要教师利用科学合理的教学策略和方法，做出科学高效的教学设计，更好地