高中生原子结构前概念的调查及其转变策略研究
发布时间：2019-04-20 10:33
【摘要】：大量的物理学自身的发展及相关的教学实践表明,在系统地学习物理知识之前,由于在日常的生活中长期的与环境发生相互作用,学生对物理概念、物理现象和物理规律已经有了自己的理解和认识,这就是物理学上的前概念。在学习新知识时,学生总是试图与这些前概念相联系,由于先前的认识多是片面的、朴素的,但学生自己总认为这是“正确的”、“行得通的”观点。因此,如何了解学生的前概念,探测学生前概念形成的原因,研究概念转变教学的策略是我们当下需要迫切解决的问题。本研究是以皮亚杰的认知发展理论等为指导,借鉴相关研究成果,分析了前概念的特点,梳理了物理学中原子结构的历史发展过程,调查了高中生在原子结构这一核心概念的学习中所存在的前概念,根据调查结果以及进一步的访谈分析了原子结构前概念形成的途径及原因。研究发现学生在原子结构方面存在着大量不合理的前概念,产生的主要途径有:教师、教材以及大众媒体的误导;词语的错误理解,知识的负迁移;日常生活经验与有限的知识水平;学生的认知能力等方面。通过研究,针对学生的前概念及成因,笔者进一步制定出了以下的概念转变策略:通过创设情景、揭示观点差异、组织学生的合作与讨论引发学生的认知冲突;通过加强学生知识经验的积累,重视物理模型、对话策略在教学中的应用有效促进学生的认知同化与顺应;通过确立学习的目标和学习过程中的监督调整提高学生的元认知能力;通过利用思维导图和联系测试促进学生的及时反馈,进而形成科学牢固的知识结构。最后根据研究成果笔者又对教材的编写者提出了几点建议:教材在编写的过程中要注意贴切生活实际,避免给学生带来多余的误导;教材的编写要立足学生的前概念,重视对学生认知桥梁的搭建,进而提前为学生的概念转变做好铺垫。
[Abstract]:The development of physics itself and related teaching practice have shown that, before systematically learning physics knowledge, students have a long-term interaction with the environment in daily life, so students have a good understanding of physics concepts. Physical phenomena and physical laws have their own understanding and understanding, which is the pre-concept of physics. In learning new knowledge, students always try to relate to these pre-concepts, because the previous understanding is mostly one-sided and simple, but the students always think that this is "right" and "feasible" view. Therefore, how to understand the pre-concept of students, explore the causes of the formation of the concept of pre-concept, and study the teaching strategy of concept transformation are the urgent problems we need to solve at present. Under the guidance of Piaget's theory of cognitive development, this paper analyzes the characteristics of the former concept and sorts out the historical development process of atomic structure in physics with reference to the relevant research results. This paper investigates the pre-concepts existing in the study of the core concept of atomic structure in senior high school students. According to the results of the survey and further interviews, this paper analyzes the ways and reasons for the formation of the pre-atomic concept. It is found that there are a lot of unreasonable pre-concepts in the atomic structure of students, which are mainly caused by the misleading of teachers, teaching materials and mass media, misunderstandings of words, negative transfer of knowledge, and so on. Daily life experience and limited knowledge level; students' cognitive ability and so on. Through the research, aiming at the students' pre-concept and the cause of formation, the author further formulated the following concept transformation strategies: through creating the situation, revealing the differences of views, organizing the students' cooperation and discussion to cause the students' cognitive conflict; By strengthening the accumulation of students' knowledge and experience, paying attention to the physical model, the application of dialogue strategy in teaching can effectively promote students' cognitive assimilation and adaptation. The students' metacognitive ability can be improved by establishing the learning goal and supervising adjustment in the learning process, and the scientific and firm knowledge structure can be formed by using the thinking map and the connection test to promote the students' timely feedback. Finally, according to the research results, the author also puts forward some suggestions for the author of the textbook: in the course of compiling the textbook, we should pay attention to the reality of life and avoid causing unnecessary misdirection to the students; The compilation of teaching materials should be based on the pre-concept of students, attach importance to the construction of cognitive bridges for students, so as to pave the way for the change of students' concepts in advance.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2461525
[Abstract]:The development of physics itself and related teaching practice have shown that, before systematically learning physics knowledge, students have a long-term interaction with the environment in daily life, so students have a good understanding of physics concepts. Physical phenomena and physical laws have their own understanding and understanding, which is the pre-concept of physics. In learning new knowledge, students always try to relate to these pre-concepts, because the previous understanding is mostly one-sided and simple, but the students always think that this is "right" and "feasible" view. Therefore, how to understand the pre-concept of students, explore the causes of the formation of the concept of pre-concept, and study the teaching strategy of concept transformation are the urgent problems we need to solve at present. Under the guidance of Piaget's theory of cognitive development, this paper analyzes the characteristics of the former concept and sorts out the historical development process of atomic structure in physics with reference to the relevant research results. This paper investigates the pre-concepts existing in the study of the core concept of atomic structure in senior high school students. According to the results of the survey and further interviews, this paper analyzes the ways and reasons for the formation of the pre-atomic concept. It is found that there are a lot of unreasonable pre-concepts in the atomic structure of students, which are mainly caused by the misleading of teachers, teaching materials and mass media, misunderstandings of words, negative transfer of knowledge, and so on. Daily life experience and limited knowledge level; students' cognitive ability and so on. Through the research, aiming at the students' pre-concept and the cause of formation, the author further formulated the following concept transformation strategies: through creating the situation, revealing the differences of views, organizing the students' cooperation and discussion to cause the students' cognitive conflict; By strengthening the accumulation of students' knowledge and experience, paying attention to the physical model, the application of dialogue strategy in teaching can effectively promote students' cognitive assimilation and adaptation. The students' metacognitive ability can be improved by establishing the learning goal and supervising adjustment in the learning process, and the scientific and firm knowledge structure can be formed by using the thinking map and the connection test to promote the students' timely feedback. Finally, according to the research results, the author also puts forward some suggestions for the author of the textbook: in the course of compiling the textbook, we should pay attention to the reality of life and avoid causing unnecessary misdirection to the students; The compilation of teaching materials should be based on the pre-concept of students, attach importance to the construction of cognitive bridges for students, so as to pave the way for the change of students' concepts in advance.
【学位授予单位】：山东师范大学
【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 夏同新;;利用好物理前概念,提升课堂学习效率[J];学周刊;2015年35期
2 韩葵葵;胡卫平;王碧梅;;国际科学教学心理的研究进展与趋势[J];华东师范大学学报(教育科学版);2014年04期
3 李程;;利用学生前概念 成就高效物理课堂[J];新课程导学;2013年08期
4 郭玉英;姚建欣;张静;;整合与发展——科学课程中概念体系的建构及其学习进阶[J];课程·教材·教法;2013年02期
5 周中华;;高中原子物理概念教学中易混淆的几个问题[J];考试周刊;2010年53期
6 王旅;余杨奎;;建构主义学习理论剖析[J];当代教育论坛(教学研究);2010年04期
7 陈燕黎;;物理学前概念转变策略研究[J];牡丹江师范学院学报(自然科学版);2009年04期
8 马志成;;元认知理论促进化学新课程反思性教学[J];教育探索;2009年09期
9 朱华勇;;前概念在物理概念教学中的实践与反思[J];芜湖职业技术学院学报;2006年03期
10 程传满,余兰山,肖发新;物理前概念及其教学策略[J];高等函授学报(自然科学版);2003年06期
相关博士学位论文 前1条
1 乔通;“运动与相互作用”主题中的重要概念及其学习进阶研究[D];西南大学;2015年
相关硕士学位论文 前3条
1 杨帆;高一学生原子结构前概念调查研究[D];西北师范大学;2014年
2 叶书林;高一学生化学前概念的调查与转化策略研究[D];南京师范大学;2011年
3 邓学明;从前概念到建构观——浅议建构主义学习理论[D];广西师范大学;2003年
，本文编号：2461525
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2461525.html
