初中物理前概念转变研究

发布时间：2018-06-17 00:40

本文选题：前概念 + 概念转变　；参考：《陕西师范大学》2015年硕士论文

【摘要】：概念是组成物理知识的基本单元,是形成物理学科结构的基础,概念学习是物理学习的核心领域之一。学生在学习科学概念之前,头脑中并非一片空白,而是对于所学知识有了一定的观点和看法,即前概念。不同类型的前概念对于科学概念的学习会起到不同的作用,有的起促进作用,有的起阻碍作用。传统教学中容易忽视学生头脑中前概念的影响, “另起炉灶”,强行采用科学概念“覆盖”前概念的方式,结果学生学习的效果比较差。概念转变强调学生学习的重点是前概念的“转变”而不是被简单的“覆盖”,对概念转变进行深入的研究具有重要的实践价值。研究通过对国内、外有关概念转变文献分析入手。国外对概念转变的研究从理论与策略两个方面进行综述。国外转变理论可以分为元认知理论与外界干预理论。国外转变策略比较重视学生间的合作与学生自学能力的培养,并且出现了较为科学的前概念测试工具。国内概念转变研究可以分为侧重于概念转变方法的研究、侧重于概念转变步骤的研究以及具体到某类知识点的概念转变的研究,国内研究更加偏向于实践,提出的转变策略比较容易实施。笔者利用教学实习的机会,以沙井中学初二年级学生、教师及初二下物理教材为研究对象,将概念转变研究与具体教学实际相结合,进行了初中物理前概念“学与教”现状研究。对学生前概念的揭示：在每一章新课前与新课后,利用自制的初中生前概念调查表对初中生进行测查,并对前概念进行统计。对初中教师的访谈主要围绕教师如何发现学生的前概念、前概念产生的原因以及如何对待前概念这三个方面来进行。在如何进行概念转变的研究中,首先从物理前概念与物理科学概念的关系入手,得出前概念的基本类型,并对物理前概念产生的原因进行分析。在关于前概念理论与实践研究的基础上,提出概念转变的丰富策略与重建策略,最后提出与各章节具体知识点相对应的概念转变策略。研究的主要结论有：1.研究揭示出初二物理下册学生的前概念43个。其中力10个,力与运动部分7个,压强10个,浮力8个,功和机械能3个,简单机械部分5个。其中在日常生活中形成的课前前概念共有24个,课堂学习中新产生课后前概念19个。研究发现学生的成绩好坏与课前前概念的多少无太大关联,但是成绩优异的同学的课后前概念要少。教师普遍认为前概念的揭示甚至比前概念的转变难度还要大。2.前概念错误属性的成因包括： (1)日常生活经验的干扰； (2)概念混淆； (3)特例忽略； (4)条件缺失； (5)社会媒体不正确引导； (6)遗忘； (7)知识较为抽象,较难理解。力与运动部分受生活的影响较大,浮力部分前概念成因是该部分知识较为抽象,这两部分前概念转变难度较大。3.提出概念转变的“丰富”策略与“重建”策略。丰富面向的是前概念中的正确属性,具体有知识类比与方法迁移、知识整合。重建策略面向前概念中的错误属性,重建的关键是冲突的建立与解决,重建的具体策略为： (1)了解学生认知结构,明确前概念； (2)营造冲突情境,解构前概念,营造冲突方法有实验、讨论、对比； (3)解决概念冲突,建构科学概念。提出概念转变的教学步骤： (1)暴露并发现学生的前概念。 (2)将前概念与科学概念进行对比,分析前概念的正确属性、错误属性。(3)设立合适的情境。对正确属性进行“丰富”；错误属性进行“重建”。(4)学生理解科学概念。(5)学生运用科学概念。
[Abstract]:Concept is the basic unit of physical knowledge. It is the basis for the formation of physical discipline structure. Concept learning is one of the core fields of physical learning. Before learning scientific concepts, students are not blank in their minds, but have certain views and views on the knowledge they have learned, that is, the former concept. Learning will play a different role, some play a role in promoting, some play a hindrance. In traditional teaching, it is easy to ignore the influence of the former concept in the students' mind. The "change" of concept is not simply "covered". It is of great practical value to carry out a thorough study of conceptual change. The study begins with the analysis of the literature on the transformation of concepts at home and abroad. The study of the transformation of concepts abroad is summarized from two aspects of theory and strategy. The theory of foreign transformation can be divided into metacognitive theory. With the external intervention theory, foreign transformation strategies attach importance to the cooperation among students and the cultivation of students' self-study ability, and there are more scientific pre concept testing tools. The research on the transformation of the concept of the domestic concept can be divided into the research focusing on the concept transformation method, focusing on the research of the conceptual change step and the specific to a certain type of knowledge point. With the opportunity of teaching practice, I take the opportunity of teaching practice to take the second grade students, teachers and junior physics textbooks as the research object in the teaching practice, and combine the study of concept transformation with the concrete teaching practice, and carry out the "study and the concept" of the junior middle school physics. The study of the status quo of teaching. To reveal the concept of the students before and after the new class in each chapter, use the self-made junior middle school student concept questionnaire to test the junior middle school students, and to make a statistical analysis of the former concept. The interview of junior middle school teachers mainly focuses on how teachers find out the pre concept of the students, the causes of the former concept and how to treat the pre concept. In the study of the three aspects, in the study of how to carry out the conceptual change, first from the relationship between the concept of pre physics and the concept of physical science, the basic types of the pre concept are obtained, and the causes of the concept of the pre concept are analyzed. On the basis of the former concept theory and practice, the rich strategy of concept transformation is put forward. The main conclusions of the study are as follows: 1. the study reveals that there are 43 preconceptions of students in the first two physics books, including 10 forces, 7 forces and motion parts, 10 pressure, 8 buoyancy, 3 work and mechanical energy, and 5 simple mechanical parts. There are 24 pre class concepts and 19 new concepts after class in class learning. The study found that the students' achievements are not much related to the pre class concept, but the students with outstanding achievements have less concept after class. The teachers generally think that the revelation of the pre concept is even more difficult than the former concept of.2.. The causes of wrong attributes include: (1) interference of daily life experience; (2) conceptual confusion; (3) special case neglect; (4) absence of conditions; (5) improper guidance of social media; (6) forgetting; (7) knowledge is more abstract and difficult to understand. The part of force and movement is greatly influenced by life, and the former concept of buoyancy is the part of the knowledge. Abstract, the two parts of the former concept change more difficult than.3. to put forward the "rich" strategy and "Reconstruction" strategy of concept transformation. Rich oriented is the correct attribute in the former concept, specific knowledge analogy and method migration, knowledge integration. The reconstruction strategy is wrong to the former concept, the key to the reconstruction is the establishment and solution of the conflict. The specific strategies are: (1) understanding the cognitive structure of the students and defining the pre concept; (2) creating conflict situations, deconstructing the pre concept, creating the conflict methods with experiments, discussions and contrasts; (3) solving conceptual conflicts and constructing scientific concepts. (1) exposing and finding the pre concept of the students. (2) the concept of the former and the scientific concept of the concept. (2) the concept of the former and the scientific concept. The correct attribute of the former concept and the error attribute are analyzed. (3) setting up the right situation. "Enriching" the correct attributes; the error attributes are "rebuilt". (4) students understand the concept of science. (5) students use scientific concepts.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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