【摘要】：大量的物理學(xué)自身的發(fā)展及相關(guān)的教學(xué)實踐表明,在系統(tǒng)地學(xué)習(xí)物理知識之前,由于在日常的生活中長期的與環(huán)境發(fā)生相互作用,學(xué)生對物理概念、物理現(xiàn)象和物理規(guī)律已經(jīng)有了自己的理解和認識,這就是物理學(xué)上的前概念。在學(xué)習(xí)新知識時,學(xué)生總是試圖與這些前概念相聯(lián)系,由于先前的認識多是片面的、樸素的,但學(xué)生自己總認為這是“正確的”、“行得通的”觀點。因此,如何了解學(xué)生的前概念,探測學(xué)生前概念形成的原因,研究概念轉(zhuǎn)變教學(xué)的策略是我們當(dāng)下需要迫切解決的問題。本研究是以皮亞杰的認知發(fā)展理論等為指導(dǎo),借鑒相關(guān)研究成果,分析了前概念的特點,梳理了物理學(xué)中原子結(jié)構(gòu)的歷史發(fā)展過程,調(diào)查了高中生在原子結(jié)構(gòu)這一核心概念的學(xué)習(xí)中所存在的前概念,根據(jù)調(diào)查結(jié)果以及進一步的訪談分析了原子結(jié)構(gòu)前概念形成的途徑及原因。研究發(fā)現(xiàn)學(xué)生在原子結(jié)構(gòu)方面存在著大量不合理的前概念,產(chǎn)生的主要途徑有:教師、教材以及大眾媒體的誤導(dǎo);詞語的錯誤理解,知識的負遷移;日常生活經(jīng)驗與有限的知識水平;學(xué)生的認知能力等方面。通過研究,針對學(xué)生的前概念及成因,筆者進一步制定出了以下的概念轉(zhuǎn)變策略:通過創(chuàng)設(shè)情景、揭示觀點差異、組織學(xué)生的合作與討論引發(fā)學(xué)生的認知沖突;通過加強學(xué)生知識經(jīng)驗的積累,重視物理模型、對話策略在教學(xué)中的應(yīng)用有效促進學(xué)生的認知同化與順應(yīng);通過確立學(xué)習(xí)的目標和學(xué)習(xí)過程中的監(jiān)督調(diào)整提高學(xué)生的元認知能力;通過利用思維導(dǎo)圖和聯(lián)系測試促進學(xué)生的及時反饋,進而形成科學(xué)牢固的知識結(jié)構(gòu)。最后根據(jù)研究成果筆者又對教材的編寫者提出了幾點建議:教材在編寫的過程中要注意貼切生活實際,避免給學(xué)生帶來多余的誤導(dǎo);教材的編寫要立足學(xué)生的前概念,重視對學(xué)生認知橋梁的搭建,進而提前為學(xué)生的概念轉(zhuǎn)變做好鋪墊。
[Abstract]:The development of physics itself and related teaching practice have shown that, before systematically learning physics knowledge, students have a long-term interaction with the environment in daily life, so students have a good understanding of physics concepts. Physical phenomena and physical laws have their own understanding and understanding, which is the pre-concept of physics. In learning new knowledge, students always try to relate to these pre-concepts, because the previous understanding is mostly one-sided and simple, but the students always think that this is "right" and "feasible" view. Therefore, how to understand the pre-concept of students, explore the causes of the formation of the concept of pre-concept, and study the teaching strategy of concept transformation are the urgent problems we need to solve at present. Under the guidance of Piaget's theory of cognitive development, this paper analyzes the characteristics of the former concept and sorts out the historical development process of atomic structure in physics with reference to the relevant research results. This paper investigates the pre-concepts existing in the study of the core concept of atomic structure in senior high school students. According to the results of the survey and further interviews, this paper analyzes the ways and reasons for the formation of the pre-atomic concept. It is found that there are a lot of unreasonable pre-concepts in the atomic structure of students, which are mainly caused by the misleading of teachers, teaching materials and mass media, misunderstandings of words, negative transfer of knowledge, and so on. Daily life experience and limited knowledge level; students' cognitive ability and so on. Through the research, aiming at the students' pre-concept and the cause of formation, the author further formulated the following concept transformation strategies: through creating the situation, revealing the differences of views, organizing the students' cooperation and discussion to cause the students' cognitive conflict; By strengthening the accumulation of students' knowledge and experience, paying attention to the physical model, the application of dialogue strategy in teaching can effectively promote students' cognitive assimilation and adaptation. The students' metacognitive ability can be improved by establishing the learning goal and supervising adjustment in the learning process, and the scientific and firm knowledge structure can be formed by using the thinking map and the connection test to promote the students' timely feedback. Finally, according to the research results, the author also puts forward some suggestions for the author of the textbook: in the course of compiling the textbook, we should pay attention to the reality of life and avoid causing unnecessary misdirection to the students; The compilation of teaching materials should be based on the pre-concept of students, attach importance to the construction of cognitive bridges for students, so as to pave the way for the change of students' concepts in advance.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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