利用实验促进高中生物理概念转变的实践研究
发布时间：2018-09-04 16:42
【摘要】：概念是用以组织和构建知识系统的基本单位,因此,概念教学是整个知识教学体系的基础。而从教学一线返回的大量数据来看,学生对于物理概念的掌握情况并不理想。在总结大量的研究之后,发现其中的一个重要原因就是教师忽视了学生在学习物理概念之前脑海中就已存在与之相关的前概念,而教师只是把科学概念粗暴地灌输给学生,使学生未能真正理解物理概念,形成前概念的转变。概念转变过程模型是Posner等于1982年提出的,认为个体要实现概念转变必须具备四个条件:对原有概念的不满、新概念的可理解性、合理性和有效性。而物理学是一门以实验为基础的科学,所有物理概念的提出、物理规律的发现都离不开物理实验的探索,因此物理实验在物理学发展史上起着至关重要的作用。基于实验所具有的诸多与概念转变相关的教学功能,本研究尝试将两者有机结合,构建开发“利用实验促进物理概念转变的教学方式”。围绕“利用实验促进物理概念转变的教学方式”的构建,全文开展了以下三方面的研究:第一,对实验与概念转变的相关文献进行了收集整理,将FCI作为参考,编制问卷,探究学生的前概念。第二,以概念转变过程为模型,将实验作为教学工具,把学生的前概念作为教学起点,以实现学生概念转变为目标,与课堂教学实际有机结合,构建开发一种全新的概念教学方式——利用实验促进概念转变的教学方式。第三,结合高中物理新课程,以人教版高中必修一为教学材料,运用“利用实验促进物理概念转变的教学方式”,设计并实施了相关的教学案例,并对实践的教学效果进行了调查分析。从案例研究中可以得到以下两个结论:一是学生对前概念的理解具有相似性;二是实验对于学生的前概念转变确实有效果。通过实践案例,一方面验证了本方式的可行性和有效性,另一方面也从实践中积累了经验。
[Abstract]:Concept is the basic unit used to organize and construct knowledge system, so concept teaching is the basis of the whole knowledge teaching system. However, from a large number of data returned from the teaching line, the students' grasp of physical concepts is not satisfactory. After summing up a large number of studies, it is found that one of the important reasons is that teachers ignore the preconceptions that exist in students' minds before they study the concepts of physics, and that teachers only imbue scientific concepts to their students rudely. So that students do not really understand the concept of physics, pre-concept transformation. The conceptual transformation process model was put forward by Posner in 1982. It is believed that in order to realize the conceptual transformation, individuals must have four conditions: dissatisfaction with the original concept, comprehensibility, rationality and validity of the new concept. Physics is a science based on experiments. All the concepts of physics and the discovery of physical laws can not be separated from the exploration of physical experiments. Therefore, physical experiments play an important role in the history of physics development. Based on the many teaching functions related to conceptual transformation, this study attempts to combine the two to construct and develop a teaching method to promote the change of physical concepts by experiment. Around the construction of "using experiment to promote the teaching method of physics concept change", this paper has carried out the following three aspects of research: first, collected and sorted the relevant literature of experiment and concept change, took FCI as reference, compiled questionnaire, Explore the preconceptions of students. Secondly, taking the conceptual transformation process as the model, taking the experiment as the teaching tool, taking the students' pre-concept as the teaching starting point, taking the realization of the student's concept transformation as the goal, organically combining with the classroom teaching practice. To construct and develop a new teaching method of concept-making use of experiment to promote the change of concept. Thirdly, combining the new curriculum of physics in senior high school, taking the compulsory one of the senior high school as the teaching material, and using the teaching method of "using experiments to promote the change of physics concept", this paper designs and implements the relevant teaching cases. The teaching effect of practice is investigated and analyzed. Two conclusions can be drawn from the case study: one is that the students have similar understanding of the pre-concept, the other is that the experiment does have effect on the change of the pre-concept of the students. On the one hand, the feasibility and effectiveness of this method are verified, on the other hand, the experience is accumulated from the practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2222756
[Abstract]:Concept is the basic unit used to organize and construct knowledge system, so concept teaching is the basis of the whole knowledge teaching system. However, from a large number of data returned from the teaching line, the students' grasp of physical concepts is not satisfactory. After summing up a large number of studies, it is found that one of the important reasons is that teachers ignore the preconceptions that exist in students' minds before they study the concepts of physics, and that teachers only imbue scientific concepts to their students rudely. So that students do not really understand the concept of physics, pre-concept transformation. The conceptual transformation process model was put forward by Posner in 1982. It is believed that in order to realize the conceptual transformation, individuals must have four conditions: dissatisfaction with the original concept, comprehensibility, rationality and validity of the new concept. Physics is a science based on experiments. All the concepts of physics and the discovery of physical laws can not be separated from the exploration of physical experiments. Therefore, physical experiments play an important role in the history of physics development. Based on the many teaching functions related to conceptual transformation, this study attempts to combine the two to construct and develop a teaching method to promote the change of physical concepts by experiment. Around the construction of "using experiment to promote the teaching method of physics concept change", this paper has carried out the following three aspects of research: first, collected and sorted the relevant literature of experiment and concept change, took FCI as reference, compiled questionnaire, Explore the preconceptions of students. Secondly, taking the conceptual transformation process as the model, taking the experiment as the teaching tool, taking the students' pre-concept as the teaching starting point, taking the realization of the student's concept transformation as the goal, organically combining with the classroom teaching practice. To construct and develop a new teaching method of concept-making use of experiment to promote the change of concept. Thirdly, combining the new curriculum of physics in senior high school, taking the compulsory one of the senior high school as the teaching material, and using the teaching method of "using experiments to promote the change of physics concept", this paper designs and implements the relevant teaching cases. The teaching effect of practice is investigated and analyzed. Two conclusions can be drawn from the case study: one is that the students have similar understanding of the pre-concept, the other is that the experiment does have effect on the change of the pre-concept of the students. On the one hand, the feasibility and effectiveness of this method are verified, on the other hand, the experience is accumulated from the practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
【参考文献】
相关期刊论文 前10条
1 荆丽丽;刘凌云;;传感器实验教学改革探索[J];教育教学论坛;2016年46期
2 熊梅;;物理前概念转变研究文献综述[J];亚太教育;2016年30期
3 郑光裕;;高中物理引导型探究教学方法探究[J];经营管理者;2016年28期
4 沈伟云;;基于科学思维品质发展的实验教学策略研究[J];物理教师;2016年09期
5 徐卫华;;高中物理教学中提升实验素养的实践与反思——以“探究功与速度变化的关系”教学为例[J];物理教师;2016年09期
6 赵惠松;严云佳;;设计迷你实验 突破思维障碍[J];物理教师;2016年07期
7 曾晗;;通过优化实验突破情境创设中的“雷区”[J];物理教师;2016年06期
8 马利芳;;物理实验对建构初中物理概念的作用[J];广西教育;2016年12期
9 韩淑霞;;探究式物理实验教学的策略研究[J];中学物理教学参考;2015年22期
10 鲁世明;;挖掘物理实验教学价值 促进学生积极主动发展[J];物理教师;2015年09期
相关硕士学位论文 前8条
1 王文佳;高中物理力学前概念的转化策略研究[D];洛阳师范学院;2016年
2 刘爱超;认知冲突策略在高中物理概念教学中的实践研究[D];河北师范大学;2016年
3 王增奇;情境创设与高中生对物理概念理解的相关性研究[D];河南师范大学;2013年
4 刘俊峰;家庭物理实验对初中生建构知识意义的促进作用实践研究[D];内蒙古师范大学;2010年
5 汪艳梅;中学物理前概念及其转化研究[D];华中师范大学;2007年
6 赵军志;前概念对化学概念学习的影响及其转化策略的研究[D];华中师范大学;2007年
7 侯文燕;高一物理概念学习策略研究[D];河北师范大学;2006年
8 汪柳平;中学物理前概念转化的策略研究[D];首都师范大学;2005年
，本文编号：2222756
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2222756.html
