小学科学课程对初中物理前概念的影响研究

发布时间：2018-05-04 18:31

本文选题：小学科学 + 初中物理　；参考：《聊城大学》2017年硕士论文

【摘要】：物理概念的教学在物理教学中有重要的地位。物理概念是构成物理知识体系最基本的要素,是物理学的基础内容。影响物理概念教学的因素有很多,概念的难易程度,教师对教材的发掘程度,教师采用的教学方法、策略、教学组织形式、教学风格,学习者的学习心向与认知策略等都会对概念教学产生影响。除此之外,学生头脑中存在的前概念也对物理概念的学习有重要影响。前概念的形成原因是多方面的,其中小学科学作为义务教育阶段的科学启蒙课程对学生物理前概念的形成起了很重要的作用。小学科学和初中物理课程的关系本应是一脉相承的,但实际教学操作过程中,两学段的教师的工作却鲜有交集,教学工作缺乏交流,出现明显的断层。初中物理教师的教学没有立足于小学科学培养学生的水平之上进行,因此在教学工作中做了大量的重复性工作。在建构主义学习理论,奥苏贝尔的有意义接受学习理论,学习迁移理论和皮亚杰的认知发展理论的指导下,借鉴了相关的研究成果,通过查阅小学科学和初中物理的课程标准,研读教材,寻找小学科学教材和初中物理中相承接的部分,以此确定研究范围。选取了声现象和物态变化中的重要概念,确定初中物理中的教学难点,制定调查问卷,分别在小学和初中开展研究,探寻学生系统学习了小学科学课程中的物理部分的内容之后在头脑中形成的对物理概念的理解程度,并调查了初中学生在学习物理之前头脑中存在着什么样的物理前概念。通过两组的调查结果比较分析得出小学科学课程的学习对学生物理前概念产生了怎样的影响。希望通过本次研究唤起对小学科学课程的重视,也为小学科学和初中物理的教学工作提供参考。
[Abstract]:The teaching of physics concept plays an important role in physics teaching. The concept of physics is the most basic element of physical knowledge system and the basic content of physics. There are many factors that influence the teaching of physics concept, such as the difficulty of concept, the degree of the teacher's discovering the teaching material, the teaching method, the strategy, the form of teaching organization, the style of teaching, and so on. Learners' learning orientation and cognitive strategies will have an impact on concept teaching. In addition, preconceptions in students' minds also play an important role in the learning of physical concepts. There are many reasons for the formation of pre-concept, among which primary school science, as a science enlightenment course in compulsory education stage, plays an important role in the formation of students' pre-concept of physics. The relationship between primary school science and junior middle school physics curriculum is supposed to be in the same vein, but in the course of practical teaching operation, the teachers' work of the two schools rarely intersects, the teaching work lacks of communication, and there are obvious faults. The teaching of physics teachers in junior high school is not based on the level of scientific training in primary schools, so a lot of repetitive work has been done in the teaching work. Under the guidance of constructivist learning theory, Ausubel's meaningful acceptance learning theory, learning transfer theory and Piaget's cognitive development theory, and drawing lessons from relevant research results, we consult the curriculum standards of primary school science and junior high school physics. Study the teaching material and find the part of science textbook and physics in junior middle school to determine the scope of the research. This paper selects the important concepts of sound phenomenon and physical state change, determines the teaching difficulties in junior high school physics, formulates the questionnaire, and carries out the research in primary school and junior middle school, respectively. This paper explores the degree of understanding of physics concepts formed in the mind after students have systematically studied the contents of physics in the primary school science curriculum, and investigates what kind of prephysical concepts exist in the minds of junior middle school students before learning physics. Through the comparative analysis of the results of the two groups, the author finds out how the learning of science curriculum in primary school affects the students' preconception of physics. It is hoped that this study will arouse the attention to the science curriculum in primary schools and provide a reference for the teaching of science in primary schools and physics in junior high schools.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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