对农村初中生浮力相异构想的研究

【作者】 吴同华；

【导师】 陈万平；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 学生在学习正式的科学概念前，通过对日常生活现象的感知，以及长期的经验积累与辨别式学习所形成的对事物的认识，叫做“前科学概念”(pre-science conception)，简称为“前概念”(preconception)。前概念有一些是与科学概念相一致的，但更多的是那些有悖于科学概念或与科学概念不完全一致的认识即错误概念(misconception)。另外，学生在学习新概念的过程中，同样还会产生新的科学概念和错误概念。因此，学生头脑中的错误概念具有多种多样的表现形式，这些表现形式构成了一定的框架，我们称之为“相异构想”(alternative conceptions)。参照台湾林富荣等学者的二段式诊断工具修订补充高凌飚编制的浮力调查问卷作为工具，通过对242名农村初中生的问卷调查以及根据调查结果对6位初中生的深入访谈，得出了学生在对浮沉现象的认识和对浮力知识的理解及应用两个大方面的典型相异构想模式，分析了相异构想产生的原因。研究结果表明：学生在浮沉现象的认识理解上的相异构想主要有9种模式：①属性模式；②轻重模式；③实空心模式；④深浅、多少模式；⑤体积、面积模式；⑥形状模式；⑦动力模式；⑧压力、压强模式；⑨密度模式。学生在浮力知识的理解和应用上的相异构想主要有7种模式：①误用浮力产生的原因来判断物体的浮沉；②误判浮力产生的原因；③误用浮沉条件；④浮力大小与物体在水中的深度相关；⑤误用浮力原理判断沉体的浮力；⑥误判浮力原理；⑦相关概念区分不清。根据我们对学生的问卷调查和访谈结果，结合国内外学者的研究，把学生相异构想的形成原因归结为5个方面：①先入为主的生活经验；②直觉和想象；③数学知识的负迁移；④学生主观认知结构方面的原因；⑤教师教学的不当。在上述研究基础上，结合当前教学实际，给出了浮力教学的几点建议：①了解学生原有的知识和思维方式；②增强学生的感性认识；③加强基本概念、基本规律的教学；④引入“认知冲突”机制；⑤提供运用新知识的机会。更多还原

【Abstract】 The congnition that the students have formed through the perception of daily phenomenon of life and long-term experience and studying formed with the distinguishing type before they accept the formal scientific conceptions, which is called pre-scientific conception (abbreviated to preconception). Some preconceptions are consistent with the scientific conceptions, but many counteract to the scientific conceptions or with the scientific conceptions incompletely unanimous understanding named misconceptions.Moreover, the student in studying the new conceptions in the process can have the new scientific conceptions and the misconceptions. Therefore, in the student’s brains, the misconceptions have many kinds of manifestation to form a framework which is called alternative conceptions.This research refers to Two-tier diagnostic tool of Lin Furong, the Taiwan’s scholar and so on, and revision supplemented the buoyancy questionaire which Gao Lingbiao has established as the instrument. After that, we investigated 242 countrysides junior middle-school students. According to the investigating results, we interviewed 6 students thoroughly, obtained two big aspects on the model alternative conception patterns to the vicissitude phenomenon understanding and to the buoyancy knowledge understanding and the application, and analyzed the reason which the alternative conception produces.The reserch results indicated that, the countryside junior middle school student has the quite serious altnative conceptions in the buoyancy. The student mainly has 9 kinds of the alternative conception patterns in the vicissitude phenomenon understanding: (1)Attribute pattern; (2) Weight pattern; (3) Solid hollow pattern; (4)Depth, how many patterns; (5) Volume, area pattern; (6) Shape pattern;(7) Power pattern; (8) Pressure, intensity of pressure pattern; (9)Density pattern.The student mainly has 7 kinds of alternative conception patterns in the buoyancy knowledge understanding and the application: (1) Misuses the reason which the buoyancy produces to judge the object thevicissitude; (2) Sentences the reason by mistake which the buoyancy produces; (3) Misuses the vicissitude condition; (4) Buoyancy size and object in water depth correlation; (5) Misuses the principle of buoyancy judgement to sink the body buoyancy; (6) Sentences the principle of buoyancy by mistake; (7) The related conceptions discrimination is unclear.According to the questionnaire survey and interview result, unifies the domestic and foreign scholars’ research, we devised the formation reason as follows: (1) First impressions ares most lasting experience of life; (2) Intuition and imagination; (3) Mathematics knowledge negative migration; (4) Student subjective cognitionstructure aspect reason; (5) The teacher teaching is improper.Links to the current buoyancy teaching reality in the above research foundation, we have produced the buoyancy teaching several suggestions: (1) Understands the student original knowledge and the thinking mode; (2) Strengthens students’ perceptual knowledge; (3) Strengthens the basic concept and the rule teaching; (4) Introduces "cognition conflict" mechanism; (5) Provides more opportunities that utilizes new knowledge.更多还原