圖書館

ABSTRACT

在物理教育的改革浪潮中，人們越來越注重學生科學素養的培養。澳門地區《本地學制正規教育基本學力要求》中明確指出，現在我們正處在一個科學高度發達的時代，現代的初中生無論他們將來從事何種職業，都應該對科學知識、科學方法、科學精神以及科學與社會的關係等有所瞭解，初中教育階段培養學生的科學素養是這一階段自然科學教育的中心目標。然而，現實中，受初中生思維模式、學習習慣等因素的影響，大部分初中生未能把所學的理論知識內化學科知識為己用，不能把所學的科學知識、原理等應用至實際生活解決自己所遇到的問題中，這都體現了初中生的科學素養相對欠缺。為此，本研究以中學物理實驗教學為切入點，探討其在培養學生科學素養方面的作用及策略。通過文獻分析、半結構化訪談等方法，教師對科學素養的理解、物理實驗教學的現狀及存在問題，並提出了優化物理實驗教學以培養學生科學素養的具體策略。研究結果表明，教師認為大多數學生對物理實驗表現出積極態度，尤其對與生活密切相關的實驗興趣濃厚，但部分學生因基礎薄弱或實驗內容抽象，參與度較低。教師認同科學素養的多維內涵，包括科學知識、科學探究、科學能力和科學精神，但實際教學中對自主探究和創新能力的培養不足。此外，物理實驗教學面臨設備資源不足、課時緊張及教學方法單一等問題，影響了學生科學素養的全面發展。最後，本研究提出了一系列改進建議：激發學生學習內驅力，加強合作學習，整合實驗內容與生活實際，完善評價體系等，以提高物理實驗教學對科學素養培養的有效性。本研究為中學物理實驗教學的優化提供了理論依據和實踐參考，對全面提升學生科學素養具有重要意義。 IN THE WAVE OF REFORMS IN PHYSICS EDUCATION, MORE AND MORE ATTENTION HAS BEEN PAID TO THE CULTIVATION OF STUDENTS' SCIENTIFIC LITERACY. THE BASIC ACADEMIC REQUIREMENTS FOR FORMAL EDUCATION IN THE LOCAL ACADEMIC STRUCTURE OF MACAO CLEARLY POINTS OUT THAT WE ARE NOW IN AN ERA OF HIGHLY DEVELOPED SCIENCE, AND THAT MODERN JUNIOR HIGH SCHOOL STUDENTS, NO MATTER WHAT KIND OF CAREER THEY WILL ENGAGE IN IN THE FUTURE, SHOULD HAVE A GOOD UNDERSTANDING OF THE SCIENTIFIC KNOWLEDGE, SCIENTIFIC METHODOLOGY, THE SPIRIT OF SCIENCE, AS WELL AS THE RELATIONSHIP BETWEEN SCIENCE AND SOCIETY, ETC. THE CULTIVATION OF SCIENTIFIC LITERACY IN JUNIOR HIGH SCHOOL EDUCATION IS THE CENTRAL GOAL OF THIS PHASE OF EDUCATION IN THE NATURAL SCIENCES. HOWEVER, IN REALITY, DUE TO THE INFLUENCE OF JUNIOR HIGH SCHOOL STUDENTS' MODE OF THINKING, LEARNING HABITS AND OTHER FACTORS, MOST JUNIOR HIGH SCHOOL STUDENTS ARE UNABLE TO INTERNALIZE THE THEORETICAL KNOWLEDGE THEY HAVE LEARNED INTO THEIR OWN USE, AND ARE UNABLE TO APPLY THE SCIENTIFIC KNOWLEDGE AND PRINCIPLES THEY HAVE LEARNED TO SOLVE THE PROBLEMS THEY ENCOUNTERED IN REAL LIFE, WHICH REFLECTS THE RELATIVE LACK OF SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL STUDENTS. TO THIS END, THIS STUDY TOOK THE TEACHING OF SECONDARY SCHOOL PHYSICS EXPERIMENT AS AN ENTRY POINT TO EXPLORE ITS ROLE AND STRATEGY IN CULTIVATING STUDENTS' SCIENTIFIC LITERACY. THROUGH LITERATURE ANALYSIS AND SEMI-STRUCTURED INTERVIEWS, THE STUDY EXAMINED STUDENTS' ATTITUDES TOWARDS PHYSICS EXPERIMENT TEACHING FROM TEACHERS’ PERSPECTIVES, TEACHERS' UNDERSTANDING OF SCIENTIFIC LITERACY, THE CURRENT STATUS AND PROBLEMS OF PHYSICS EXPERIMENT TEACHING, AND PROPOSED SPECIFIC STRATEGIES FOR OPTIMIZING PHYSICS EXPERIMENT TEACHING TO CULTIVATE STUDENTS' SCIENTIFIC LITERACY. THE RESULTS OF THE STUDY SHOWED THAT TEACHERS CONSIDERED MOST STUDENTS DEMONSTRATING POSITIVE ATTITUDES TOWARDS PHYSICS EXPERIMENTS AND SHOWING INTERESTS IN EXPERIMENTS THAT WERE CLOSELY RELATED TO THEIR LIVES, BUT SOME STUDENTS WERE LESS INVOLVED BECAUSE OF THEIR WEAK FOUNDATION OR ABSTRACT EXPERIMENTAL CONTENTS. TEACHERS GENERALLY RECOGNIZED THE MULTI-DIMENSIONAL CONNOTATION OF SCIENTIFIC LITERACY, INCLUDING SCIENTIFIC KNOWLEDGE, SCIENTIFIC INQUIRY, SCIENTIFIC ABILITY AND SCIENTIFIC SPIRIT, BUT THE CULTIVATION OF INDEPENDENT INQUIRY AND INNOVATIVE ABILITY WAS INSUFFICIENT IN ACTUAL TEACHING. IN ADDITION, THE TEACHING OF PHYSICS EXPERIMENTS IS FACED WITH THE PROBLEMS OF INSUFFICIENT EQUIPMENT RESOURCES, TIGHT LESSON TIME AND SINGLE TEACHING METHOD, WHICH AFFECTS THE OVERALL DEVELOPMENT OF STUDENTS' SCIENTIFIC LITERACY. FINALLY, THIS STUDY PUTS FORWARD A SERIES OF IMPROVEMENT SUGGESTIONS: STIMULATING STUDENTS' INTERNAL DRIVE TO LEARN, STRENGTHENING COOPERATIVE LEARNING, INTEGRATING EXPERIMENTAL CONTENT WITH REAL-LIFE SITUATIONS, AND IMPROVING THE EVALUATION SYSTEM, IN ORDER TO IMPROVE THE EFFECTIVENESS OF PHYSICS EXPERIMENTAL TEACHING ON THE CULTIVATION OF SCIENTIFIC LITERACY. THIS STUDY PROVIDES A THEORETICAL BASIS AND PRACTICAL REFERENCE FOR THE OPTIMIZATION OF PHYSICS EXPERIMENT TEACHING IN SECONDARY SCHOOLS, WHICH IS OF GREAT SIGNIFICANCE FOR THE COMPREHENSIVE ENHANCEMENT OF STUDENTS' SCIENTIFIC LITERACY.