本文選題：前概念 + 概念轉變　； 參考：《陜西師范大學》2015年碩士論文

【摘要】：概念是組成物理知識的基本單元,是形成物理學科結構的基礎,概念學習是物理學習的核心領域之一。學生在學習科學概念之前,頭腦中并非一片空白,而是對于所學知識有了一定的觀點和看法,即前概念。不同類型的前概念對于科學概念的學習會起到不同的作用,有的起促進作用,有的起阻礙作用。傳統(tǒng)教學中容易忽視學生頭腦中前概念的影響, “另起爐灶”,強行采用科學概念“覆蓋”前概念的方式,結果學生學習的效果比較差。概念轉變強調(diào)學生學習的重點是前概念的“轉變”而不是被簡單的“覆蓋”,對概念轉變進行深入的研究具有重要的實踐價值。研究通過對國內(nèi)、外有關概念轉變文獻分析入手。國外對概念轉變的研究從理論與策略兩個方面進行綜述。國外轉變理論可以分為元認知理論與外界干預理論。國外轉變策略比較重視學生間的合作與學生自學能力的培養(yǎng),并且出現(xiàn)了較為科學的前概念測試工具。國內(nèi)概念轉變研究可以分為側重于概念轉變方法的研究、側重于概念轉變步驟的研究以及具體到某類知識點的概念轉變的研究,國內(nèi)研究更加偏向于實踐,提出的轉變策略比較容易實施。筆者利用教學實習的機會,以沙井中學初二年級學生、教師及初二下物理教材為研究對象,將概念轉變研究與具體教學實際相結合,進行了初中物理前概念“學與教”現(xiàn)狀研究。對學生前概念的揭示：在每一章新課前與新課后,利用自制的初中生前概念調(diào)查表對初中生進行測查,并對前概念進行統(tǒng)計。對初中教師的訪談主要圍繞教師如何發(fā)現(xiàn)學生的前概念、前概念產(chǎn)生的原因以及如何對待前概念這三個方面來進行。在如何進行概念轉變的研究中,首先從物理前概念與物理科學概念的關系入手,得出前概念的基本類型,并對物理前概念產(chǎn)生的原因進行分析。在關于前概念理論與實踐研究的基礎上,提出概念轉變的豐富策略與重建策略,最后提出與各章節(jié)具體知識點相對應的概念轉變策略。研究的主要結論有：1.研究揭示出初二物理下冊學生的前概念43個。其中力10個,力與運動部分7個,壓強10個,浮力8個,功和機械能3個,簡單機械部分5個。其中在日常生活中形成的課前前概念共有24個,課堂學習中新產(chǎn)生課后前概念19個。研究發(fā)現(xiàn)學生的成績好壞與課前前概念的多少無太大關聯(lián),但是成績優(yōu)異的同學的課后前概念要少。教師普遍認為前概念的揭示甚至比前概念的轉變難度還要大。2.前概念錯誤屬性的成因包括： (1)日常生活經(jīng)驗的干擾； (2)概念混淆； (3)特例忽略； (4)條件缺失； (5)社會媒體不正確引導； (6)遺忘； (7)知識較為抽象,較難理解。力與運動部分受生活的影響較大,浮力部分前概念成因是該部分知識較為抽象,這兩部分前概念轉變難度較大。3.提出概念轉變的“豐富”策略與“重建”策略。豐富面向的是前概念中的正確屬性,具體有知識類比與方法遷移、知識整合。重建策略面向前概念中的錯誤屬性,重建的關鍵是沖突的建立與解決,重建的具體策略為： (1)了解學生認知結構,明確前概念； (2)營造沖突情境,解構前概念,營造沖突方法有實驗、討論、對比； (3)解決概念沖突,建構科學概念。提出概念轉變的教學步驟： (1)暴露并發(fā)現(xiàn)學生的前概念。 (2)將前概念與科學概念進行對比,分析前概念的正確屬性、錯誤屬性。(3)設立合適的情境。對正確屬性進行“豐富”；錯誤屬性進行“重建”。(4)學生理解科學概念。(5)學生運用科學概念。
[Abstract]:Concept is the basic unit of physical knowledge. It is the basis for the formation of physical discipline structure. Concept learning is one of the core fields of physical learning. Before learning scientific concepts, students are not blank in their minds, but have certain views and views on the knowledge they have learned, that is, the former concept. Learning will play a different role, some play a role in promoting, some play a hindrance. In traditional teaching, it is easy to ignore the influence of the former concept in the students' mind. The "change" of concept is not simply "covered". It is of great practical value to carry out a thorough study of conceptual change. The study begins with the analysis of the literature on the transformation of concepts at home and abroad. The study of the transformation of concepts abroad is summarized from two aspects of theory and strategy. The theory of foreign transformation can be divided into metacognitive theory. With the external intervention theory, foreign transformation strategies attach importance to the cooperation among students and the cultivation of students' self-study ability, and there are more scientific pre concept testing tools. The research on the transformation of the concept of the domestic concept can be divided into the research focusing on the concept transformation method, focusing on the research of the conceptual change step and the specific to a certain type of knowledge point. With the opportunity of teaching practice, I take the opportunity of teaching practice to take the second grade students, teachers and junior physics textbooks as the research object in the teaching practice, and combine the study of concept transformation with the concrete teaching practice, and carry out the "study and the concept" of the junior middle school physics. The study of the status quo of teaching. To reveal the concept of the students before and after the new class in each chapter, use the self-made junior middle school student concept questionnaire to test the junior middle school students, and to make a statistical analysis of the former concept. The interview of junior middle school teachers mainly focuses on how teachers find out the pre concept of the students, the causes of the former concept and how to treat the pre concept. In the study of the three aspects, in the study of how to carry out the conceptual change, first from the relationship between the concept of pre physics and the concept of physical science, the basic types of the pre concept are obtained, and the causes of the concept of the pre concept are analyzed. On the basis of the former concept theory and practice, the rich strategy of concept transformation is put forward. The main conclusions of the study are as follows: 1. the study reveals that there are 43 preconceptions of students in the first two physics books, including 10 forces, 7 forces and motion parts, 10 pressure, 8 buoyancy, 3 work and mechanical energy, and 5 simple mechanical parts. There are 24 pre class concepts and 19 new concepts after class in class learning. The study found that the students' achievements are not much related to the pre class concept, but the students with outstanding achievements have less concept after class. The teachers generally think that the revelation of the pre concept is even more difficult than the former concept of.2.. The causes of wrong attributes include: (1) interference of daily life experience; (2) conceptual confusion; (3) special case neglect; (4) absence of conditions; (5) improper guidance of social media; (6) forgetting; (7) knowledge is more abstract and difficult to understand. The part of force and movement is greatly influenced by life, and the former concept of buoyancy is the part of the knowledge. Abstract, the two parts of the former concept change more difficult than.3. to put forward the "rich" strategy and "Reconstruction" strategy of concept transformation. Rich oriented is the correct attribute in the former concept, specific knowledge analogy and method migration, knowledge integration. The reconstruction strategy is wrong to the former concept, the key to the reconstruction is the establishment and solution of the conflict. The specific strategies are: (1) understanding the cognitive structure of the students and defining the pre concept; (2) creating conflict situations, deconstructing the pre concept, creating the conflict methods with experiments, discussions and contrasts; (3) solving conceptual conflicts and constructing scientific concepts. (1) exposing and finding the pre concept of the students. (2) the concept of the former and the scientific concept of the concept. (2) the concept of the former and the scientific concept. The correct attribute of the former concept and the error attribute are analyzed. (3) setting up the right situation. "Enriching" the correct attributes; the error attributes are "rebuilt". (4) students understand the concept of science. (5) students use scientific concepts.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7

【參考文獻】

相關期刊論文 前1條

1 羅旋;怎樣克服前概念的不利影響[J];中學物理教學參考;1997年08期

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本文編號：2028785