【摘要】：概念是用以組織和構(gòu)建知識系統(tǒng)的基本單位,因此,概念教學是整個知識教學體系的基礎(chǔ)。而從教學一線返回的大量數(shù)據(jù)來看,學生對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)其中的一個重要原因就是教師忽視了學生在學習物理概念之前腦海中就已存在與之相關(guān)的前概念,而教師只是把科學概念粗暴地灌輸給學生,使學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,認為個體要實現(xiàn)概念轉(zhuǎn)變必須具備四個條件:對原有概念的不滿、新概念的可理解性、合理性和有效性。而物理學是一門以實驗為基礎(chǔ)的科學,所有物理概念的提出、物理規(guī)律的發(fā)現(xiàn)都離不開物理實驗的探索,因此物理實驗在物理學發(fā)展史上起著至關(guān)重要的作用�；趯嶒炈哂械闹T多與概念轉(zhuǎn)變相關(guān)的教學功能,本研究嘗試將兩者有機結(jié)合,構(gòu)建開發(fā)“利用實驗促進物理概念轉(zhuǎn)變的教學方式”。圍繞“利用實驗促進物理概念轉(zhuǎn)變的教學方式”的構(gòu)建,全文開展了以下三方面的研究:第一,對實驗與概念轉(zhuǎn)變的相關(guān)文獻進行了收集整理,將FCI作為參考,編制問卷,探究學生的前概念。第二,以概念轉(zhuǎn)變過程為模型,將實驗作為教學工具,把學生的前概念作為教學起點,以實現(xiàn)學生概念轉(zhuǎn)變?yōu)槟繕?與課堂教學實際有機結(jié)合,構(gòu)建開發(fā)一種全新的概念教學方式——利用實驗促進概念轉(zhuǎn)變的教學方式。第三,結(jié)合高中物理新課程,以人教版高中必修一為教學材料,運用“利用實驗促進物理概念轉(zhuǎn)變的教學方式”,設計并實施了相關(guān)的教學案例,并對實踐的教學效果進行了調(diào)查分析。從案例研究中可以得到以下兩個結(jié)論:一是學生對前概念的理解具有相似性;二是實驗對于學生的前概念轉(zhuǎn)變確實有效果。通過實踐案例,一方面驗證了本方式的可行性和有效性,另一方面也從實踐中積累了經(jīng)驗。
[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.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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