【作者】 贺彩霞；

【导师】 王较过；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 物理概念是物理知识结构的基础，是物理学理论的根基和精髓。因此，物理概念教学是物理教学的基础。然而大量的教学实践表明物理概念教学的现状不容乐观。造成这种现象的一个很重要的原因就是教师忽视了学生在教学之前头脑中的前概念，使学生未能真正实现从前概念到科学概念的转变。面对物理概念教学的现状和困惑，笔者在前人对概念转变及概念图研究的基础上，充分利用概念图的教学功能，将概念图引入物理概念转变教学，从概念图在探究学生前概念、促进概念转变和评价学生概念转变三方面，对概念图与概念转变教学之间的相互促进关系进行研究，同时结合我国基础教育课程改革，从教学模式的五大构成要素(理论基础、功能目标、操作程序、实现条件和教学评价)对“基于概念图的物理概念转变教学模式”进行了建构，并将其模式在高一年级进行教学实践。通过对“基于概念图的物理概念转变教学模式”研究，在理论和实践上取得如下结果：第一，从理论和实践上论证了概念图是促进概念转变的有效工具，为今后概念图与概念转变教学的研究提供一定的借鉴和参考。第二，建构开发了一套“基于概念图的物理概念转变教学模式”。该模式是一种以概念转变过程为模型，以概念图为工具，以学生的物理前概念为教学起点，结合我国的教学实际，运用新课程的教育理念，建构和开发的一种全新的教学模式，实现从教师本位向学生本位，从封闭向开放，从授受向建构的教学转变，促进了学生的概念转变，为中小学教师开展概念教学提供了有益的参考。第三，“基于概念图的物理概念转变教学模式”的教学实践研究表明：本模式得到师生的普遍认可，在教学实践中具有可行性。与传统教学模式相比，本模式在促进学生概念转变及形成概念网络体系方面取得更好教学成效，尤其对中等学生应用本模式的效果最佳。更多还原

【Abstract】 Physics concept is the foundation of physics knowledge system and the essence of physics theory. Therefore, concept teaching is the basis of the whole physics teaching. But lots of teaching practices indicate that the status of physics concept teaching is not optimistic. One of the major reasons is that teachers ignore the students’ pre-conception in their brains before the teaching activity and just infuse scientific conception to the students pushily which not allow students to experience the conceptual change process from pre-conception to scientific conception truly.In the face of the puzzles of physics concept teaching, the author collected and trimmed the related literature about concept map and conceptual change. Based on lots of teaching function of concept map related to conception change, the author tried to combine concept map and conceptual change from three aspects: exploring students’ pre-conception by concept map, promoting conceptual change of students by concept map and evaluating conceptual change learning of students by concept map. Moreover, the author demonstrated the feasibility and necessity of applying concept map to conceptual change. In addition, with students’ practice in china, applying to the ideas of New Curriculum, the author puts forward a new concept instruction model, namely an instruction model of applying concept map to facilitate and promote conceptual change, and explains the model in details from the theoretical foundation, instructional objective, instructional process, implement condition and instructional evaluation. At last, the preliminary experimental research of the instruction model of applying concept to promote conceptual change is carried out to prove the feasibility and validity of model. The main conclusion of this study includes the following:Firstly, the author concluded that concept map is an effective tool for promoting the conceptual change in physics teaching, which provides a reference for concept map and conceptual change for the future.Secondly, with conceptual change as model, with concept map as tool, with students’ pre-conception as teaching starting, with students’ practice in china, and applying to the ideas of New Curriculum, the author develops a new concept instruction model, namely an instruction model of applying concept map to facilitate and promote conceptual change in physics. This model carries out the change of teaching methods from giving and accepting to constructing and provides a beneficial reference to teachers in primary and secondary school.Finally, the preliminary experimental research of the instruction model of applying concept to promote conceptual change is carried out. The research shows that the model has been widely recognized by teachers and students in teaching practice. Compared with the traditional instruction model, the model has better effect on promoting conceptual change and forming concept network. Moreover, the instruction model achieves the best teaching effect to secondary students.更多还原