【作者】 张丽萍；

【导师】 黄致新；

【作者基本信息】 华中师范大学 ， 学科教学（物理）（专业学位）， 2021， 硕士

【摘要】 概念是反映事物本质的思维产物。人类在生存生活的认识过程中,把对事物理解的共同特点加以概括总结,形成概念。学生进入课堂学习之前,对事物的认知所形成的概念称为前概念。由于人类对事物的认识存在偏差,所概括出的概念有正确概念,也有错误概念。而错误的前概念对科学概念的学习有很大的阻碍作用,所以我们需要了解学生的前概念,转变学生的前概念。为了寻求更有效的转变前概念教学策略,特作此研究。本文围绕高一学生力学前概念转变进行策略研究。首先在文献研究的基础上,对物理概念,前概念,科学概念,概念转变以及教学策略等进行概念界定。根据一定的理论基础,结合前概念的特点,概念转变的条件,教学模式以及自身的教学经验提出高一学生力学前概念转变教学策略,该策略主要有四大部分:(1)诊断前概念;(2)引起概念冲突;(3)解决概念冲突;(4)科学概念巩固。再以高一两个平行班的学生作为调查对象,然后参考FCI力学测试卷,围绕力学概念编制力学前测试卷和力学后测试卷两套调查问卷。前卷用于诊断学生的运动学、牛顿三大定律、力的分类等高一相关力学前概念,后卷用于检验经过教学干预后两个班的教学效果,其中实验班基于本文提出的前概念转变策略进行教学,对照班以传统教学模式进行教学。最后对照实验数据,并分析了实践的结果,验证高中物理前概念转变教学策略的有效性。实验结果表明,高一学生的力学前概念科学性普遍较低;高一学生对力学概念认知水平差不多;课堂教学都能够转变学生的前概念;本文提出的高一学生力学前概念转变教学策略对促进前概念转变更有效。综上所述,概念转变策略能更为有效的促进学生的概念转变,但由于学生的个体差异性,要求教师在实际教学过程中,尤其注重并清楚的先了解学生的相关概念认知水平,有针对性的选择概念转变策略教学,实现概念转变的最大化。更多还原

【Abstract】 Concepts are the products of mindset that reflect the essence of things.In the process of survival and life,human beings summarize the common characteristics of things,thus forming concepts.Preconceptions are what students form before learning the cognition of things.Due to the deviation of human understanding of things,the concepts they form may be correct or wrong.The wrong pre-concepts are great hindrances to the learning of scientific concepts,so we need to understand the preconceptions and correct the students’ preconceptions.In order to find a more effective teaching strategy for transforming their preconception,this research is specially made.This thesis focuses on the strategic research on the change of the preconceptions of mechanics for the senior1 students.Firstly,on the basis of literature research,the author has made a clear definition of physical concepts,pre-concepts,scientific concepts,conceptual transformations and teaching strategies.According to a certain theoretical foundation,combined with the characteristics of the preconceptions,the conditions of the concept change,the teaching mode and the author’s teaching experience,the teaching strategy of the pre-concept change in mechanics for high school students is proposed.The strategy has four main parts:(1)the pre-diagnosis concept;(2)Cause conceptual conflicts;(3)Resolve conceptual conflicts;(4)Consolidate scientific concepts.Then take the students in two parallel classes as the survey subjects,and then refer to the test paper of FCI mechanics to compile two sets of questionnaires based on the concept of mechanics.The first test is used to evaluate students’ understanding of kinematics,Newton’s three laws,the classification of forces,and other related mechanics concepts.The second is used to test the teaching effects of the two classes after teaching intervention.The experimental class students are instructed based on the previous concepts proposed in this article while the control class students are taught with the traditional teaching mode.Finally,the author compared the experimental data,analyzed the results of the experiment,and then verified the effectiveness of the teaching strategy for concept change before learning high school physics.The experimental results show that senior1 students’understanding of pre-mechanics concepts are generally less scientific and that high school students have the same level of cognition of mechanics concepts and that classroom teaching can change students’pre-concepts and that the teaching strategy of high school students’pre-mechanics concepts proposed in this article are more effective to promote the change of the former concept.To sum up,although the concept change strategy can more effectively promote the concept change of students,due to the individual differences of students,teachers are required to pay special attention to and clearly understand the students’ cognitive level of related concepts in the actual teaching process,and choose relevant concept change strategy applied to teaching to achieve the maximization of concept change.更多还原