發(fā)布時(shí)間：2018-05-12 05:11

  本文選題：概念言語表達(dá) + 教學(xué)設(shè)計(jì)��； 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：近年來,隨著社會對個(gè)人的邏輯水平重視以及學(xué)者呼吁邏輯知識重回語文課堂的呼聲愈加強(qiáng)烈,語文課程中"封塵已久"的邏輯知識回歸是必然的結(jié)果。概念是掌握智慧技能的第一步,學(xué)會概念是知識學(xué)習(xí)最重要也是最基礎(chǔ)的一個(gè)方面。然而,概念是思維產(chǎn)物,并不能直接觀察到,只用通過言語表達(dá)出來才能被發(fā)現(xiàn)。所以,概念言語表達(dá)也可以定義。目前對定義教學(xué)的研究很少,只存在說明文教學(xué)中作為一種說明方法(下定義)。從學(xué)習(xí)結(jié)果的遷移角度看,學(xué)習(xí)者學(xué)習(xí)定義的方法并不是為了應(yīng)付說明文中的練習(xí),而是將此方法應(yīng)用到其他的學(xué)科,促進(jìn)學(xué)科之間知識的轉(zhuǎn)化與理解。因此進(jìn)行這方面的教學(xué)研究具有十分重要的理論價(jià)值和實(shí)踐價(jià)值。筆者根據(jù)認(rèn)知心理學(xué)的研究成果,學(xué)習(xí)者的兩種概念思維形式:語義網(wǎng)絡(luò)和圖示。接著,從學(xué)習(xí)理論的角度出發(fā),分析了語義網(wǎng)絡(luò)能夠促進(jìn)專家知識的組織和學(xué)習(xí)的遷移,并采納現(xiàn)有語文教學(xué)中下定義內(nèi)容,設(shè)計(jì)定義教學(xué)法培養(yǎng)語義網(wǎng)絡(luò)。同時(shí),根據(jù)定義教學(xué)項(xiàng)目在學(xué)校情境中可能開課的年級是高二,建議使用知識組織的結(jié)構(gòu)更符合語義網(wǎng)絡(luò)的物理概念作為教學(xué)材料。接著,筆者選取人教版物理教科書必修一中的概念作為定義教學(xué)的教材。在選擇的時(shí)候,發(fā)現(xiàn)物理教科書中的定義也存在不合理的現(xiàn)狀。所以,需要對物理教材進(jìn)行適當(dāng)?shù)母木�。改編的概念需要參考中美高中教材中的物理概念表達(dá)優(yōu)勢項(xiàng)。選擇的概念是中美高中物理教材都有同樣翻譯的概念,共90個(gè)。按照"鄰屬概念"和"本質(zhì)特征"兩個(gè)變量進(jìn)行統(tǒng)計(jì),結(jié)果顯示,中國高中物理教材的物理概念在"鄰屬概念"變量上相比于美國更有優(yōu)勢,即更注意在概念語句中體現(xiàn)鄰屬概念;美高中物理教材的物理概念在"本質(zhì)特征"比中國更有優(yōu)勢,即更注意在概念語句中描述被定義概念的本質(zhì)特征�；谝陨险{(diào)查結(jié)果提出定義教材開發(fā)要滿足"屬+種差"的表達(dá)形式,并開發(fā)了定義教材案例(物理必修1力學(xué)版)。最后,筆者進(jìn)行定義教學(xué)設(shè)計(jì),包括分析、設(shè)計(jì)和開發(fā)三個(gè)階段。分析階段基于課堂教學(xué)環(huán)境、高二學(xué)生知識情況以及語文教學(xué)中說明文下定義的教學(xué),提出了確定并整合文本中的定義教學(xué)目標(biāo)。。
[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.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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