摘要：中学物理新课程改革主张自主、合作、探究式学习，使得传统的接受学习方式必然遭到冷落。美国著名教育心理学家奥苏贝尔认为，学习虽说是学习者主动的行为，但并非要求学习者一定要通过自己的实际行动去进行研究后才能理解自己得出的结论；恰恰相反的是，学生如果能够将教师讲授的知识完全进行内化和接受，那么这个过程本身也并非都是无意义的、机械的。奥苏贝尔在心理学研究基础上提出了著名的有意义接受学习理论，对当今中学物理课程改革有巨大的指导意义。 66426

本文首先对奥苏贝尔的有意义接受学习理论整体进行研究，对该理论所涵盖的内容进行了概述，然后结合当今物理课程改革的具体要求，对有意义接受学习理论在中学物理课堂教学中的作用进行简单分析，最后对有意义接受学习相应的教学策略做了重点分析和讨论。借此来丰富有意义接受学习理论在中学物理教学中的具体应用。

毕业论文关键词：有意义接受学习  发现学习  中学物理教学  

Abstract：The new curriculum reform of high-school physics has laid great stress on the independent, cooperative and exploratory study, thus gradually phasing out traditional reception learning. According to the American education psychologist David Pawl Ausubel, the learner which is the subject of learning process does not necessarily need to engage in the practical research so as to understand the conclusion drawn. On the contrary, the student can receive and absorb the knowledge imparted by the teacher. Hence, the learning process is not necessarily meaningless and mechanical. On the basis of psychology research, David Pawl Ausubel has proposed the famous theory of meaningful reception leaning, which will be of significant guidance meaning to the new curriculum reform of high-school physics.

Besides making an overall study of the meaningful reception leaning, this paper has also introduced the main content of the theory. By taking the specific requirement of physics curriculum reform into consideration, this paper has also made a simple analysis on the role of the theory to classroom teaching high-school physics. In addition, this paper has briefly analyzed the teaching strategies related to the theory so as to enrich the application of the theory to the teaching activities of high-school physics.

Keywords:  Meaningful reception learning  Discovery learning High-school physics teaching

目录

1  引言 - 6 -

2   有意义接受学习理论概述 - 7 -

2.1 有意义接受学习的定义 - 7 -

2.2 有意义接受学习的条件 - 8 -

2.3 有意义接受学习的心理动机 - 8 -

2.4 有意义接受学习的类型 - 9 -

2.5 有意义接受学习的三种同化模式 - 10 -

2.6 “先行组织者”教学策略——讲解式教学（expository teaching） - 11 -

3   有意义接受学习理论在中学物理教学中的应用研究 - 12 -

3.1 有意义接受学习对中学物理教学的现实意义 - 12 -

3.2 中学物理教学中有意义接受学习的内容取向 - 12 -

3.2.1 有意义接受学习理论在中学物理概念教学中的应用 - 13 -

3.2.2 有意义接受学习理论在中学物理规律教学中的应用