【摘要】：概念是用以組織和構(gòu)建知識(shí)系統(tǒng)的基本單位,因此,概念教學(xué)是整個(gè)知識(shí)教學(xué)體系的基礎(chǔ)。而從教學(xué)一線返回的大量數(shù)據(jù)來看,學(xué)生對(duì)于物理概念的掌握情況并不理想。在總結(jié)大量的研究之后,發(fā)現(xiàn)其中的一個(gè)重要原因就是教師忽視了學(xué)生在學(xué)習(xí)物理概念之前腦海中就已存在與之相關(guān)的前概念,而教師只是把科學(xué)概念粗暴地灌輸給學(xué)生,使學(xué)生未能真正理解物理概念,形成前概念的轉(zhuǎn)變。概念轉(zhuǎn)變過程模型是Posner等于1982年提出的,認(rèn)為個(gè)體要實(shí)現(xiàn)概念轉(zhuǎn)變必須具備四個(gè)條件:對(duì)原有概念的不滿、新概念的可理解性、合理性和有效性。而物理學(xué)是一門以實(shí)驗(yàn)為基礎(chǔ)的科學(xué),所有物理概念的提出、物理規(guī)律的發(fā)現(xiàn)都離不開物理實(shí)驗(yàn)的探索,因此物理實(shí)驗(yàn)在物理學(xué)發(fā)展史上起著至關(guān)重要的作用�；趯�(shí)驗(yàn)所具有的諸多與概念轉(zhuǎn)變相關(guān)的教學(xué)功能,本研究嘗試將兩者有機(jī)結(jié)合,構(gòu)建開發(fā)“利用實(shí)驗(yàn)促進(jìn)物理概念轉(zhuǎn)變的教學(xué)方式”。圍繞“利用實(shí)驗(yàn)促進(jìn)物理概念轉(zhuǎn)變的教學(xué)方式”的構(gòu)建,全文開展了以下三方面的研究:第一,對(duì)實(shí)驗(yàn)與概念轉(zhuǎn)變的相關(guān)文獻(xiàn)進(jìn)行了收集整理,將FCI作為參考,編制問卷,探究學(xué)生的前概念。第二,以概念轉(zhuǎn)變過程為模型,將實(shí)驗(yàn)作為教學(xué)工具,把學(xué)生的前概念作為教學(xué)起點(diǎn),以實(shí)現(xiàn)學(xué)生概念轉(zhuǎn)變?yōu)槟繕?biāo),與課堂教學(xué)實(shí)際有機(jī)結(jié)合,構(gòu)建開發(fā)一種全新的概念教學(xué)方式——利用實(shí)驗(yàn)促進(jìn)概念轉(zhuǎn)變的教學(xué)方式。第三,結(jié)合高中物理新課程,以人教版高中必修一為教學(xué)材料,運(yùn)用“利用實(shí)驗(yàn)促進(jìn)物理概念轉(zhuǎn)變的教學(xué)方式”,設(shè)計(jì)并實(shí)施了相關(guān)的教學(xué)案例,并對(duì)實(shí)踐的教學(xué)效果進(jìn)行了調(diào)查分析。從案例研究中可以得到以下兩個(gè)結(jié)論:一是學(xué)生對(duì)前概念的理解具有相似性;二是實(shí)驗(yàn)對(duì)于學(xué)生的前概念轉(zhuǎn)變確實(shí)有效果。通過實(shí)踐案例,一方面驗(yàn)證了本方式的可行性和有效性,另一方面也從實(shí)踐中積累了經(jīng)驗(yàn)。
[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.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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