【摘要】：教育興國已經(jīng)成為全世界的共識,人才是當(dāng)今世界國家立足之本。每個國家都十分重視基礎(chǔ)科學(xué)研究,而作為科學(xué)學(xué)科的物理尤其充當(dāng)了不可或缺的角色。無論是在高等院校中學(xué)者們的前沿研究,還是在初等教育甚至幼兒教育中對于學(xué)生的科學(xué)素養(yǎng)的培養(yǎng),國家投入了大量的人力、物力、財力,可見當(dāng)局者對于物理教育的重視程度。但科學(xué)研究表明:傳統(tǒng)教育將學(xué)生在正式學(xué)習(xí)之前的狀態(tài)認(rèn)定為無知,因此需要教師將人類沉淀的生活智慧傳遞到學(xué)生手中的認(rèn)知是錯誤的。學(xué)生是能動的主體,并不是完全對即將學(xué)習(xí)的知識一無所知。而物理學(xué)與生活緊密相聯(lián),物理現(xiàn)象更是在生活實踐中被人們發(fā)現(xiàn),因此,在生活中,學(xué)生已經(jīng)對一些物理現(xiàn)象有了自己的主觀判斷,盡管這些認(rèn)識魚龍混雜,需要經(jīng)過正規(guī)學(xué)習(xí)加以矯正,但是教育不能低估、否認(rèn)學(xué)生的主觀認(rèn)識,而應(yīng)該合理利用并極力扭轉(zhuǎn)學(xué)生的錯誤認(rèn)識。而這些存在于正式學(xué)習(xí)之前的錯誤認(rèn)識,就稱之為學(xué)生頭腦內(nèi)的相異構(gòu)想。為調(diào)查學(xué)生頭腦內(nèi)的相異構(gòu)想,本研究通過對文獻(xiàn)的梳理,了解前人對于本課題的研究成果,具體總結(jié)了相異構(gòu)想這一術(shù)語的提出,以及與之相關(guān)的容易混淆的術(shù)語,并對有關(guān)的術(shù)語進(jìn)行語義辨析,從而提煉出本研究所使用的相異構(gòu)想的具體概念內(nèi)涵,明確概念之間的界定。在具體的調(diào)研階段,結(jié)合實習(xí)所在學(xué)校實際情況,選取兩個平行班級的全體學(xué)生作為研究對象,使用國際上通用的力學(xué)概念測試量表FCI,英文全稱是Force Concept Inventory,經(jīng)過數(shù)據(jù)的處理及分析,整理學(xué)生客觀存在的關(guān)于牛頓力學(xué)相關(guān)概念的相異構(gòu)想概念具體有哪些;在與被調(diào)研學(xué)生的授課教師的訪談中歸納學(xué)生產(chǎn)生相異構(gòu)想的特點及原因,針對以上相異構(gòu)想的成因,提出相應(yīng)的教學(xué)建議,為扭轉(zhuǎn)學(xué)生頭腦內(nèi)的相異構(gòu)想貢獻(xiàn)自己的綿薄之力。
[Abstract]:Education has become the consensus of the world, talent is the foundation of the world. Every country attaches great importance to basic scientific research, and physics, as a scientific discipline, plays an indispensable role. The state has invested a great deal of manpower, material and financial resources in the cultivation of students' scientific literacy, whether in the advanced research of scholars in colleges and universities, or in primary education or even in early childhood education. It can be seen that the authorities attach importance to physics education. However, scientific research shows that traditional education regards students' state before formal study as ignorance, so it is wrong to require teachers to transfer human beings' wisdom of life to students' hands. Students are dynamic subjects and are not completely ignorant of what they are about to learn. Physics is closely related to life, and physical phenomena are found in the practice of life. Therefore, in life, students have their own subjective judgment on some physical phenomena, although these understandings are mixed. It needs to be corrected through formal learning, but education should not be underestimated, denying students' subjective knowledge, but should be used reasonably and try their best to reverse students' wrong understanding. These misconceptions before formal study are called different ideas in students' minds. In order to investigate the different ideas in the students' minds, this study, through the review of the literature, understands the previous research results on this subject, and summarizes the term "different ideas", as well as the confusing terms associated with it. The related terms are analyzed by semantic analysis, so as to extract the specific conceptual connotation of the different ideas used in this study, and clarify the definition between the concepts. In the specific research stage, combined with the actual situation of the school where the practice place, two parallel classes of all students as the research object, By using the universal mechanical concept test scale (FCI,), which is called "Force Concept Inventory,", through data processing and analysis, what are the different conceptions about Newton mechanics related concepts that exist among students? In the interview with the teaching teachers of the investigated students, the characteristics and reasons of the students' different ideas are summarized, and the corresponding teaching suggestions are put forward in the light of the causes of the above different ideas. In order to reverse the different ideas in the minds of students to contribute their modest efforts.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 林欽;陳峰;宋靜;;關(guān)于核心素養(yǎng)導(dǎo)向的中學(xué)物理教學(xué)的思考[J];課程.教材.教法;2015年12期

2 胡揚洋;;從“‘前’科學(xué)概念”到“‘前科學(xué)’概念”:中國物理前概念教學(xué)思想的流變與反思[J];課程教學(xué)研究;2015年03期

3 張紅洋;楊艷妮;;FCI的內(nèi)容分析及其使用研究[J];中學(xué)物理教學(xué)參考;2014年09期

4 汪樹林;;迷思概念、相異構(gòu)想與兒童數(shù)學(xué)教學(xué)[J];中小學(xué)教師培訓(xùn);2014年01期

5 吳維寧;;美國力學(xué)概念測試卷對于中國學(xué)生的適切性研究[J];考試研究;2013年06期

6 姜民;;淺談高中物理的概念轉(zhuǎn)變教學(xué)——以重力和引力概念教學(xué)為例[J];教育實踐與研究(B);2013年09期

7 葛墨林;;物理教學(xué)的思考[J];大學(xué)物理;2013年09期

8 張翠萍;王小虎;;物理概念教學(xué)的實踐與思考——以“速度改變快慢的描述——加速度”為例[J];教育理論與實踐;2012年08期

9 修紹虎;趙立竹;;初中物理概念教學(xué)中轉(zhuǎn)化前科學(xué)概念負(fù)遷移的策略[J];現(xiàn)代中小學(xué)教育;2010年10期

10 吳軍;;中學(xué)物理概念教學(xué)的現(xiàn)狀分析及對策[J];教學(xué)與管理;2009年22期

相關(guān)碩士學(xué)位論文 前5條

1 姜恩珠;奧蘇貝爾學(xué)習(xí)理論下的高中數(shù)學(xué)課堂教學(xué)[D];華中師范大學(xué);2015年

2 楊艷妮;高中物理力學(xué)核心概念調(diào)查及教學(xué)策略研究[D];陜西師范大學(xué);2015年

3 于s，

本文編號：2242661