促进概念性理解的初中科学教学设计框架研究学科教学生物专业论文.docxVIP

舢lIIIIlllIl 舢lIIIIlllIl 1lII|lIIIIIIlll|lI{lIlllI舢 Y1 804553 促进概念性理解的科学教学设计框架研究 摘 要 科学概念是科学知识的基础，理解科学概念及其关系，对于学生理解科学理 论与科学观念至关重要。科学知识体系本身的逻辑性、抽象性、系统性决定了这 些知识需要被全面而深入的理解，才能产生解释与应用的效力。要使学生具有概 念性的理解并非易事，学生基于经验而构建的感性理解会长期影响其观念与行 为。初中科学课程需要易于一线科学教师实践操作的设计框架来促进学生大量的 前概念向科学概念转变，最终引起观念改变，本文主要研究适合概念性理解的初 中科学教学设计。 本研究采用文献分析的方法，考查现有学习理论和科学哲学领域对概念性理 解的解释，从人的认知发展的角度分析促进概念性理解的发生条件，为决策框架 的建构提供理论依据；结合单元主题与课节内容的问题设计框架和新布卢姆知识 分类表构建一个相对灵活的支持概念性理解科学教学的设计、实施、评价框架； 其次在实证研究中通过调查问卷定量与定性分析相结合发现了学生在接受科学 概念学习之前头脑中存在很多前概念，采用S．T课堂观察分析技术发现电路图设 计框架具有提高师生互动质量的效果，应用综合达标度分析法和$-P表结构分析 法多侧面分析电路图形成性测试结果发现电路图课堂教学目标在理解、应用、分 析等高层次概念性理解目标实现程度良好。实证检验该设计框架对于提高初中科 学学生的概念性理解具有有效性、实用性和可行性。 关键词：初中科学；概念性理解；概念转变；设计框架 PROMOTE PROMOTE CoNCEPTUAL UNDERSTANDING OF DECISION．MAKING FRAMEWORK OF TEACHING 皿NIoR HlGH SCIENCE AB STRACT Scientific concept is the basis of scientific knowledge， understanding of scientific concepts and their relations is essential for the students to comprehend view of scientific theories and scientific．Scientific knowledge has the characters of logic，abstraction，and systematic which make it be understood deeply， SO it Can be interpreted and applied effectiveness．It’S not easy for students to have conceptual understanding， because students construct their emotional understanding on the base of experience， which may affect their values and behaviors for a long time．Junior science curriculums need a framework which is easy for front-line science teachers to practice and change students’ preconception into scientific concepts， finally cause the concept conversion．The study aims to construct the framework which is based on can support developed strong support dedicated to conceptual understanding of the theme in junior secondary science teaching modules based on design framework．The study is mainly about junior science instructional design in conceptual understanding． Literature analysis is used in the study to examine existing learning theory and science philosophy in conceptual u