摘 要
本研究用准实验的研究方法探讨概念转变教学策略在沉浮概念教学中的应用,通过比较概念转变教学和常规教学两种教学效果来探明几个问题:
(1)弄清楚小学生在接受系统教学之前对沉浮概念有哪些相异概念?
(2)学生接受常规教学后学生的相异概念是否转变?如果有转变,又转变到什么程度?
(3)概念转变的教学策略对学生的概念转变的效果又是怎样的?
(4)比较概念转变的教学策略与常规教学策略对儿童沉浮概念转变的差异。哪种教学策略更有利于学生概念转变?
本研究选取南京市白下区凤游寺小学三年级学生为研究对象,共 63 名学生,
按照原班级分为三个组,其中 1 组 20 人做对照组,2 组 22 人做实验组,3 组 21 人做控制组。在实验中,对照组进行常规教学,实验组进行概念转变的教学,控制组不进行教学。
本研究采用问卷形式测试研究对象在教学前后对概念的理解,整个研究分为准备阶段、前测阶段、教学阶段、后测阶段。三个组均参加前测和后测。研究结果采用 软件统计量化分析,研究结果有以下几点:
第一,教学对于概念转变是有促进作用。两种教学方法对学生科学概念的转变有不同程度的提高。
第二,用 统计软件对两种教学进行比较,结果显示概念转变的教学与常规教学相比,其对小学生相异概念的转变效果没有显著的差异性。但是从学生概念水平的变化看,概念转变的教学相比常规教学能够更好地促进学生提高概念水平,能够尽量降低学生的错误率。
第三,并不是所有的科学概念都适用概念转变教学策略教学。学生存有相异概念的科学概念用概念转变教学策略相对较好;学生不存在相异概念的科学概念, 可以用概念形成或概念同化的方法来讲授。
关键词:沉浮相异概念概念转变教学策略
Abstract
This study uses a quasi-experimental research method to explore the teaching strategy of conceptual change applying in the teaching conception of sinking and floating. paring the effect of two teaching which are the conceptual change teaching and conventional teaching, the author tries to study some questions.
Clarify some alternative conceptions the primary students have before they are accepted the system of teaching.
Whether students’ alternative conceptions change or not after accepting the conventional teaching? If there is change, how much extent it is.
What effect is the teaching strategy of conceptual change transforming the alternative conceptions of students?
Compare affecting children’ conception of sinking and floating differences between the conceptual change teaching and conventional teaching. Which teaching strategy is better for students’ conceptual change?
This study selects 63 students of Feng You Temple primary school as research subjects in the Baixia District Nanjing city. They are divided into three groups according to the original classes. The first group as the control group has 20 students, the second groups as the experimental group has 22 students, the third groups as the control group has 21 st
概念转变教学策略在小学沉浮概念教学中的应用分析 来自淘豆网www.taodocs.com转载请标明出处.