基于概念轉(zhuǎn)變理論與科學(xué)本質(zhì)觀的探究教學(xué)設(shè)計研究——以《物體顏色》、《牛頓第二定律的引入》的教學(xué)為例.pdf

1、廣西師范大學(xué)碩士學(xué)位論文基于概念轉(zhuǎn)變理論與科學(xué)本質(zhì)觀的探究教學(xué)設(shè)計研究——以《物體顏色》、《牛頓第二定律的引入》的教學(xué)為例姓名：唐軍毅申請學(xué)位級別：碩士專業(yè)：學(xué)科教學(xué)物理指導(dǎo)教師：羅星凱趙光平20080301廣西師范大學(xué)教育碩士學(xué)位論文IIBasedonConceptualChangeTheyViewsofNatureofScienceInquiryInstructionalDesignStudy————Take“ObjectCol““

2、IntroductionofNewtonsSecondLaw“TeachingasExampleName:TangJunyiDirect:ProfessLuoXingkaiDoctZhaoGuangpingMaj:Disciplineteaching?physicsResearchientation:dleschoolphysicsteachingEnrollmentYear:2005AbstractInthetraditionalph

3、ysicsteachinginsecondaryschoolteacherstrainingstudentswithalargenumberofexerciseshopethatstudentthroughthisonthewaystoenhancetheunderstingofknowledge.Howeverteachersoftenfindstudentsalwayscannotcrectlygraspscientificconc

4、epts.Throughtheinspectionofstudentsteachersviewsofnatureofscienceliteraturesurveyfoundthatrespondentstotheunderstingthesituationofthenatureofscienceisnotoptimistic.Thispaperonthecausesofthesephenomenaexplesthereasonsfusi

5、ngtheinterviewssurveyresearchmethodused.Basedonthestudydesignstwospecificteachingcasestheexpectationsofreferencefsuchteaching.Thisstudyfirstthroughtheeticalanalysisreflectionofteachinginthetraditionalteachingthatthereare

6、twomainreasons，leadstudentstounderstthebasicconceptsnatureofsciencetothelowlevelofawareness:(1)Preconceptofstudentslearningfromthegreatroleofinterferenceteachersneglecttheimpactaboutthepreconceptofthestudentsintheteachin

7、g.(2)Teachersdonotattachimptancetothenatureofscienceinscienceeducation，thestudentsleadedtohaveaonesidedviewaboutnatureofscience.Onthebasisoftheaboveinvestigationthispaperputfwardtwoproposalsfteaching:(1)Accdingtoanalysis

8、thetheyofconceptualchangetheacteristicsofinquiryteachingtheinquiryteachingismeeffectiveinchangingthepreconceptofthestudents(2)Inteachingaccdingtothestudenthavebeenunderstingexperienceknowledgeteachercanlearnfromthehistyo

9、fscienceappropriatefromthescientificperspectiveofthehistyoftheestablishmentoftheemdesignisconducivetoraisingtheunderstingofthestudentsofthenatureofscienceteaching.Onthebasisoftheaboveinvestigationteachingmethodof“ObjectC

10、ol”“IntroductionofNewtonsSecondLaw”aredesignedbyauthimplementedintheinquirylearningmethodaccdingtothetheyofthetransconceptionteachingstrategybasedoncognizingconflictsolvingconflict.Teachingmethodof“ObjectCol”raisingaques

11、tionconcerningobjectcolaccdingtotheresultoftheinvestigationfrevealingthepreconceptofthestudentspresentinganantiexamplethroughtheexperimentsoastocausethestudent’sconceptconflictletthestudentsobservetheexperimentagaindiscu

12、ssleadingthestudentstochangethecognitionsfinallytobuildupscientificconceptaboutcolOnthebasisoftheaboveintrospectiontheteachingmethodof“IntroductionofNewtonsSecondLaw”isdesignedimplementedintheviewoftheratiocination:intro