高一学生“牛顿运动定律”前概念的调查研究

发布时间：2019-01-20 10:44

【摘要】：大量研究表明每个学生在学习科学概念时,都有一些来自生活或学习过程中的前概念,这些概念往往是错误的,而且根深蒂固,难以改变。学生前概念的存在,对学生科学概念的接受和理解产生着不容忽视的影响。牛顿运动定律是整个力学的基础,是高中物理知识的重难点,学生对牛顿运动定律存在很多错误的理解。为了有针对性的转变学生牛顿运动定律的前概念,在学习牛顿运动定律之前,了解学生对相关知识的理解是十分有必要的。本研究在文献研究的基础上,结合教师访谈结果,编制学生调查问卷,对高一学生牛顿运动定律的前概念进行问卷调查。通过调查结果的分析,得出了高一学生牛顿运动定律具体的前概念,根据皮亚杰的认知发展理论、奥苏贝尔的有意义学习理论和蒂塞萨的知识碎片模型理论分析了学生较典型前概念的产生原因。综合以上研究得到结论:1.学生易受生活常识的影响而产生各种错误的认识,学生对惯性、力与运动、作用力与反作用力均存在不同程度的前概念,学生的表达凌乱,很难全面、广泛的描述或统计学生的前概念;2.学生牛顿运动定律前概念的原因主要有经验思维模式、零碎的直觉知识和已有概念的干扰。具体的思维模式可分为以下三类:第一类,将基本正确的物理量的特征,错误的延伸到有类似特征的新的物理量上;第二类,注意物理量的效果,有追因寻果的思维倾向;第三类,非逻辑推理的直觉认识,即类似于现象学原语的零碎知识。3.研究发现学生有些前概念类似于古代科学家的观念,学生对某些概念的建构过程与该概念的历史建立过程类似。最后基于研究理论和研究结论,分别对牛顿运动三大定律的教学提出了建议。
[Abstract]:A large number of studies show that every student has some preconceptions from life or learning process when learning scientific concepts. These concepts are often wrong, deep-rooted and difficult to change. The existence of students' pre-concept has a great influence on the acceptance and understanding of students' scientific concepts. Newton's law of motion is the foundation of the whole mechanics and the important and difficult part of physics knowledge in senior high school. Students have a lot of wrong understanding of Newton's law of motion. In order to change the pre-concept of Newton's law of motion, it is necessary to understand students' understanding of relevant knowledge before learning Newton's law of motion. Based on the literature research and the results of teachers' interviews, this study compiled a student questionnaire to investigate the pre-concept of Newton's law of motion for the first year of senior high school students. Through the analysis of the results of the investigation, the concrete pre-concept of Newton's law of motion for senior one students is obtained. According to Piaget's theory of cognitive development, Ausubel's theory of meaningful learning and Ticesa's theory of knowledge fragment model analyze the causes of the students' more typical preconceptions. The conclusion is as follows: 1. Students are vulnerable to the influence of common sense of life and produce a variety of wrong understandings. Students have different degrees of preconceptions of inertia, force and movement, force and reaction, and their expression is messy and difficult to be comprehensive. Extensive description or statistics of the student's pre-concept; 2. The causes of students' pre-concept of Newton's law of motion are mainly experiential mode of thinking, piecemeal intuitive knowledge and interference of existing concepts. The concrete mode of thinking can be divided into the following three categories: the first category, the basic correct physical quantity characteristics, the wrong extension to the new physical quantity with similar characteristics, the second kind, pay attention to the effect of the physical quantity, have the thinking tendency of seeking for the result of the cause; The third category is the intuitive knowledge of non-logical reasoning, that is, piecemeal knowledge similar to phenomenological primitives. 3. It is found that some preconceptions of students are similar to those of ancient scientists, and the process of constructing some concepts is similar to the process of historical establishment of some concepts. Finally, based on the research theory and conclusion, the teaching suggestions of Newton's three laws of motion are put forward.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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