本文選題：小學(xué)生　切入點(diǎn)：科學(xué)概念　出處：《山西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：科學(xué)概念是學(xué)生進(jìn)一步深入學(xué)習(xí)的基礎(chǔ)，同時(shí)學(xué)生對(duì)科學(xué)概念的學(xué)習(xí)受到學(xué)生已有知識(shí)經(jīng)驗(yàn)和認(rèn)知結(jié)構(gòu)的影響，，但學(xué)生的已有概念并不都是科學(xué)概念，有一些概念是模糊、不完整的，甚至是錯(cuò)誤概念，因此學(xué)生怎樣將已有的概念轉(zhuǎn)變?yōu)榭茖W(xué)概念，將新概念納入自己的認(rèn)知結(jié)構(gòu)，成為近年認(rèn)知研究的熱點(diǎn)之一。目前國(guó)外針對(duì)概念轉(zhuǎn)變的研究較為全面、深入，近幾年我國(guó)的研究者也更加關(guān)注概念轉(zhuǎn)變的基礎(chǔ)認(rèn)知機(jī)制和促進(jìn)概念改變的過程。但目前國(guó)內(nèi)關(guān)于概念轉(zhuǎn)變的研究大多集中于中學(xué)生的概念轉(zhuǎn)變過程，缺乏關(guān)于小學(xué)生科學(xué)概念轉(zhuǎn)變的研究，并且國(guó)內(nèi)大多數(shù)有關(guān)概念轉(zhuǎn)變的研究關(guān)注于教學(xué)策略研究，缺乏小學(xué)生概念轉(zhuǎn)變的心理機(jī)制研究。因此本研究通過對(duì)小學(xué)生進(jìn)行有關(guān)“冷和熱”的概念的訓(xùn)練和研究，探索小學(xué)生科學(xué)概念轉(zhuǎn)變的心理機(jī)制。 本研究采用定性研究與定量研究相結(jié)合，使用問卷法、實(shí)驗(yàn)法、訪談法等多種研究方法相結(jié)合，以小學(xué)四年級(jí)學(xué)生為研究對(duì)象，以“冷和熱”的概念轉(zhuǎn)變?yōu)檠芯績(jī)?nèi)容，編制了小學(xué)生“冷和熱”的相關(guān)概念的前后測(cè)問卷,研究小學(xué)四年級(jí)學(xué)生科學(xué)概念轉(zhuǎn)變的心理機(jī)制。研究的主要結(jié)論如下： 一、小學(xué)生“冷和熱”概念轉(zhuǎn)變過程中的心理機(jī)制主要有：理解接受、對(duì)比理解、推理理解、特例分析和觀察理解。 二、小學(xué)生“冷和熱”概念轉(zhuǎn)變過程主要經(jīng)歷了以下四個(gè)階段：準(zhǔn)備階段、運(yùn)演階段、完成階段、強(qiáng)化階段。 三、小學(xué)生“冷和熱”概念轉(zhuǎn)變的影響因素主要有兒童的認(rèn)知發(fā)展水平、兒童的“概念生態(tài)圈”和課堂教學(xué)活動(dòng)的影響。
[Abstract]:The concept of science is the basis of further study, and the students' study of the concept of science is influenced by the students' existing knowledge, experience and cognitive structure. However, the existing concepts of students are not all scientific concepts, some of which are vague. Incomplete or even false concepts, so how do students transform existing concepts into scientific concepts and incorporate new concepts into their cognitive structures, It has become one of the hotspots of cognitive research in recent years. In recent years, Chinese researchers have also paid more attention to the basic cognitive mechanism of conceptual change and the process of promoting conceptual change. There is a lack of research on the transformation of scientific concepts in primary school students, and most of the researches on conceptual change in China focus on teaching strategies. Therefore, through the training and research on the concept of "cold and heat", this study explores the psychological mechanism of the transformation of elementary school students' scientific concept. In this study, qualitative and quantitative studies were combined with questionnaire, experiment, interview and other research methods. The fourth grade students in primary school were taken as the object of study, and the concept of "cold and heat" was changed as the research content. A pre-and post-test questionnaire on the related concepts of "cold and heat" for primary school students was developed to study the psychological mechanism of the transformation of scientific concepts among students in grade four of primary school. The main conclusions of the study are as follows:. First, the psychological mechanism in the transformation of the concept of "cold and heat" in primary school students mainly includes: understanding and acceptance, contrast understanding, reasoning understanding, special case analysis and observation and understanding. Secondly, the transformation process of the concept of "cold and heat" in primary school students has experienced the following four stages: preparation stage, operational stage, completion stage and strengthening stage. Thirdly, the main factors influencing the change of the concept of "cold and heat" in primary school students are the level of cognitive development of children, the influence of children's "concept ecosphere" and classroom teaching activities.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1

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