本文選題：前概念 + 概念轉(zhuǎn)變　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：概念是組成物理知識的基本單元,是形成物理學(xué)科結(jié)構(gòu)的基礎(chǔ),概念學(xué)習(xí)是物理學(xué)習(xí)的核心領(lǐng)域之一。學(xué)生在學(xué)習(xí)科學(xué)概念之前,頭腦中并非一片空白,而是對于所學(xué)知識有了一定的觀點(diǎn)和看法,即前概念。不同類型的前概念對于科學(xué)概念的學(xué)習(xí)會(huì)起到不同的作用,有的起促進(jìn)作用,有的起阻礙作用。傳統(tǒng)教學(xué)中容易忽視學(xué)生頭腦中前概念的影響, “另起爐灶”,強(qiáng)行采用科學(xué)概念“覆蓋”前概念的方式,結(jié)果學(xué)生學(xué)習(xí)的效果比較差。概念轉(zhuǎn)變強(qiáng)調(diào)學(xué)生學(xué)習(xí)的重點(diǎn)是前概念的“轉(zhuǎn)變”而不是被簡單的“覆蓋”,對概念轉(zhuǎn)變進(jìn)行深入的研究具有重要的實(shí)踐價(jià)值。研究通過對國內(nèi)、外有關(guān)概念轉(zhuǎn)變文獻(xiàn)分析入手。國外對概念轉(zhuǎn)變的研究從理論與策略兩個(gè)方面進(jìn)行綜述。國外轉(zhuǎn)變理論可以分為元認(rèn)知理論與外界干預(yù)理論。國外轉(zhuǎn)變策略比較重視學(xué)生間的合作與學(xué)生自學(xué)能力的培養(yǎng),并且出現(xiàn)了較為科學(xué)的前概念測試工具。國內(nèi)概念轉(zhuǎn)變研究可以分為側(cè)重于概念轉(zhuǎn)變方法的研究、側(cè)重于概念轉(zhuǎn)變步驟的研究以及具體到某類知識點(diǎn)的概念轉(zhuǎn)變的研究,國內(nèi)研究更加偏向于實(shí)踐,提出的轉(zhuǎn)變策略比較容易實(shí)施。筆者利用教學(xué)實(shí)習(xí)的機(jī)會(huì),以沙井中學(xué)初二年級學(xué)生、教師及初二下物理教材為研究對象,將概念轉(zhuǎn)變研究與具體教學(xué)實(shí)際相結(jié)合,進(jìn)行了初中物理前概念“學(xué)與教”現(xiàn)狀研究。對學(xué)生前概念的揭示：在每一章新課前與新課后,利用自制的初中生前概念調(diào)查表對初中生進(jìn)行測查,并對前概念進(jìn)行統(tǒng)計(jì)。對初中教師的訪談主要圍繞教師如何發(fā)現(xiàn)學(xué)生的前概念、前概念產(chǎn)生的原因以及如何對待前概念這三個(gè)方面來進(jìn)行。在如何進(jìn)行概念轉(zhuǎn)變的研究中,首先從物理前概念與物理科學(xué)概念的關(guān)系入手,得出前概念的基本類型,并對物理前概念產(chǎn)生的原因進(jìn)行分析。在關(guān)于前概念理論與實(shí)踐研究的基礎(chǔ)上,提出概念轉(zhuǎn)變的豐富策略與重建策略,最后提出與各章節(jié)具體知識點(diǎn)相對應(yīng)的概念轉(zhuǎn)變策略。研究的主要結(jié)論有：1.研究揭示出初二物理下冊學(xué)生的前概念43個(gè)。其中力10個(gè),力與運(yùn)動(dòng)部分7個(gè),壓強(qiáng)10個(gè),浮力8個(gè),功和機(jī)械能3個(gè),簡單機(jī)械部分5個(gè)。其中在日常生活中形成的課前前概念共有24個(gè),課堂學(xué)習(xí)中新產(chǎn)生課后前概念19個(gè)。研究發(fā)現(xiàn)學(xué)生的成績好壞與課前前概念的多少無太大關(guān)聯(lián),但是成績優(yōu)異的同學(xué)的課后前概念要少。教師普遍認(rèn)為前概念的揭示甚至比前概念的轉(zhuǎn)變難度還要大。2.前概念錯(cuò)誤屬性的成因包括： (1)日常生活經(jīng)驗(yàn)的干擾； (2)概念混淆； (3)特例忽略； (4)條件缺失； (5)社會(huì)媒體不正確引導(dǎo)； (6)遺忘； (7)知識較為抽象,較難理解。力與運(yùn)動(dòng)部分受生活的影響較大,浮力部分前概念成因是該部分知識較為抽象,這兩部分前概念轉(zhuǎn)變難度較大。3.提出概念轉(zhuǎn)變的“豐富”策略與“重建”策略。豐富面向的是前概念中的正確屬性,具體有知識類比與方法遷移、知識整合。重建策略面向前概念中的錯(cuò)誤屬性,重建的關(guān)鍵是沖突的建立與解決,重建的具體策略為： (1)了解學(xué)生認(rèn)知結(jié)構(gòu),明確前概念； (2)營造沖突情境,解構(gòu)前概念,營造沖突方法有實(shí)驗(yàn)、討論、對比； (3)解決概念沖突,建構(gòu)科學(xué)概念。提出概念轉(zhuǎn)變的教學(xué)步驟： (1)暴露并發(fā)現(xiàn)學(xué)生的前概念。 (2)將前概念與科學(xué)概念進(jìn)行對比,分析前概念的正確屬性、錯(cuò)誤屬性。(3)設(shè)立合適的情境。對正確屬性進(jìn)行“豐富”；錯(cuò)誤屬性進(jìn)行“重建”。(4)學(xué)生理解科學(xué)概念。(5)學(xué)生運(yùn)用科學(xué)概念。
[Abstract]:Concept is the basic unit of physical knowledge. It is the basis for the formation of physical discipline structure. Concept learning is one of the core fields of physical learning. Before learning scientific concepts, students are not blank in their minds, but have certain views and views on the knowledge they have learned, that is, the former concept. Learning will play a different role, some play a role in promoting, some play a hindrance. In traditional teaching, it is easy to ignore the influence of the former concept in the students' mind. The "change" of concept is not simply "covered". It is of great practical value to carry out a thorough study of conceptual change. The study begins with the analysis of the literature on the transformation of concepts at home and abroad. The study of the transformation of concepts abroad is summarized from two aspects of theory and strategy. The theory of foreign transformation can be divided into metacognitive theory. With the external intervention theory, foreign transformation strategies attach importance to the cooperation among students and the cultivation of students' self-study ability, and there are more scientific pre concept testing tools. The research on the transformation of the concept of the domestic concept can be divided into the research focusing on the concept transformation method, focusing on the research of the conceptual change step and the specific to a certain type of knowledge point. With the opportunity of teaching practice, I take the opportunity of teaching practice to take the second grade students, teachers and junior physics textbooks as the research object in the teaching practice, and combine the study of concept transformation with the concrete teaching practice, and carry out the "study and the concept" of the junior middle school physics. The study of the status quo of teaching. To reveal the concept of the students before and after the new class in each chapter, use the self-made junior middle school student concept questionnaire to test the junior middle school students, and to make a statistical analysis of the former concept. The interview of junior middle school teachers mainly focuses on how teachers find out the pre concept of the students, the causes of the former concept and how to treat the pre concept. In the study of the three aspects, in the study of how to carry out the conceptual change, first from the relationship between the concept of pre physics and the concept of physical science, the basic types of the pre concept are obtained, and the causes of the concept of the pre concept are analyzed. On the basis of the former concept theory and practice, the rich strategy of concept transformation is put forward. The main conclusions of the study are as follows: 1. the study reveals that there are 43 preconceptions of students in the first two physics books, including 10 forces, 7 forces and motion parts, 10 pressure, 8 buoyancy, 3 work and mechanical energy, and 5 simple mechanical parts. There are 24 pre class concepts and 19 new concepts after class in class learning. The study found that the students' achievements are not much related to the pre class concept, but the students with outstanding achievements have less concept after class. The teachers generally think that the revelation of the pre concept is even more difficult than the former concept of.2.. The causes of wrong attributes include: (1) interference of daily life experience; (2) conceptual confusion; (3) special case neglect; (4) absence of conditions; (5) improper guidance of social media; (6) forgetting; (7) knowledge is more abstract and difficult to understand. The part of force and movement is greatly influenced by life, and the former concept of buoyancy is the part of the knowledge. Abstract, the two parts of the former concept change more difficult than.3. to put forward the "rich" strategy and "Reconstruction" strategy of concept transformation. Rich oriented is the correct attribute in the former concept, specific knowledge analogy and method migration, knowledge integration. The reconstruction strategy is wrong to the former concept, the key to the reconstruction is the establishment and solution of the conflict. The specific strategies are: (1) understanding the cognitive structure of the students and defining the pre concept; (2) creating conflict situations, deconstructing the pre concept, creating the conflict methods with experiments, discussions and contrasts; (3) solving conceptual conflicts and constructing scientific concepts. (1) exposing and finding the pre concept of the students. (2) the concept of the former and the scientific concept of the concept. (2) the concept of the former and the scientific concept. The correct attribute of the former concept and the error attribute are analyzed. (3) setting up the right situation. "Enriching" the correct attributes; the error attributes are "rebuilt". (4) students understand the concept of science. (5) students use scientific concepts.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 羅旋;怎樣克服前概念的不利影響[J];中學(xué)物理教學(xué)參考;1997年08期

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本文編號：2028785