高中概念言语表达的教学研究

发布时间：2018-05-12 05:11

本文选题：概念言语表达 + 教学设计　；参考：《中央民族大学》2017年硕士论文

【摘要】：近年来,随着社会对个人的逻辑水平重视以及学者呼吁逻辑知识重回语文课堂的呼声愈加强烈,语文课程中"封尘已久"的逻辑知识回归是必然的结果。概念是掌握智慧技能的第一步,学会概念是知识学习最重要也是最基础的一个方面。然而,概念是思维产物,并不能直接观察到,只用通过言语表达出来才能被发现。所以,概念言语表达也可以定义。目前对定义教学的研究很少,只存在说明文教学中作为一种说明方法(下定义)。从学习结果的迁移角度看,学习者学习定义的方法并不是为了应付说明文中的练习,而是将此方法应用到其他的学科,促进学科之间知识的转化与理解。因此进行这方面的教学研究具有十分重要的理论价值和实践价值。笔者根据认知心理学的研究成果,学习者的两种概念思维形式:语义网络和图示。接着,从学习理论的角度出发,分析了语义网络能够促进专家知识的组织和学习的迁移,并采纳现有语文教学中下定义内容,设计定义教学法培养语义网络。同时,根据定义教学项目在学校情境中可能开课的年级是高二,建议使用知识组织的结构更符合语义网络的物理概念作为教学材料。接着,笔者选取人教版物理教科书必修一中的概念作为定义教学的教材。在选择的时候,发现物理教科书中的定义也存在不合理的现状。所以,需要对物理教材进行适当的改编。改编的概念需要参考中美高中教材中的物理概念表达优势项。选择的概念是中美高中物理教材都有同样翻译的概念,共90个。按照"邻属概念"和"本质特征"两个变量进行统计,结果显示,中国高中物理教材的物理概念在"邻属概念"变量上相比于美国更有优势,即更注意在概念语句中体现邻属概念;美高中物理教材的物理概念在"本质特征"比中国更有优势,即更注意在概念语句中描述被定义概念的本质特征。基于以上调查结果提出定义教材开发要满足"属+种差"的表达形式,并开发了定义教材案例(物理必修1力学版)。最后,笔者进行定义教学设计,包括分析、设计和开发三个阶段。分析阶段基于课堂教学环境、高二学生知识情况以及语文教学中说明文下定义的教学,提出了确定并整合文本中的定义教学目标。。
[Abstract]:In recent years, with the society attaching importance to individual logic level and scholars calling for logic knowledge to return to Chinese classroom, the return of logic knowledge in Chinese curriculum is inevitable. Concept is the first step to master wisdom and skill. Learning concept is the most important and basic aspect of knowledge learning. However, the concept is the product of thinking, can not be observed directly, can only be found through speech. Therefore, conceptual speech expression can also be defined. At present, there are few researches on definition teaching, only as a method of explanation in the teaching of narrative text. From the perspective of transfer of learning results, the method of learners' learning definition is not to deal with the exercises in the narrative text, but to apply this method to other disciplines to promote the transformation and understanding of knowledge between subjects. Therefore, teaching and research in this area has very important theoretical and practical value. According to the research results of cognitive psychology, the two conceptual thinking forms of learners are semantic network and graph. Then, from the perspective of learning theory, this paper analyzes that semantic network can promote the organization of expert knowledge and the transfer of learning, and adopts the content of definition in the existing Chinese teaching, and designs the definition teaching method to cultivate the semantic network. At the same time, it is suggested that the structure of knowledge organization should be used as teaching material in accordance with the physical concept of semantic network. Then, the author chooses the concept of required one as the teaching material to define teaching. At the time of selection, it is found that the definition in physics textbooks is also unreasonable. Therefore, it is necessary to adapt the physics textbook properly. The adapted concepts need to refer to the advantages of physics concepts in Chinese and American high school textbooks. The concept of choice is that Chinese and American high school physics textbooks have the same translation concept, a total of 90. According to the statistics of the two variables, the concept of "adjacent genus" and the "essential characteristic", the results show that the physics concept of Chinese senior high school physics textbooks is superior to that of the United States in terms of the concept of "adjacent genus". That is to say, more attention should be paid to embodying the concept of adjoining in conceptual statements, and the physical concepts of American senior high school physics textbooks have more advantages in "essential characteristics" than in China, that is to say, more attention should be paid to describing the essential characteristics of the defined concepts in conceptual statements. Based on the above investigation results, it is proposed that the definition textbook development should satisfy the expression of "genus difference", and a case of defining textbook is developed (physics compulsory 1 mechanics edition). Finally, the author defines the teaching design, including three stages: analysis, design and development. The analysis stage is based on the classroom teaching environment, the situation of the students' knowledge in senior two and the teaching of the definition in the Chinese teaching.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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