高中物理摩擦力前概念及其轉變的研究.pdf

1、遼寧師范大學碩士學位論文高中物理摩擦力前概念及其轉變的研究姓名：王雯雯申請學位級別：碩士專業(yè)：課程與教學論指導教師：陳連松201204高中物理摩擦力前概念及其轉變的研究ThroughoutthedomesticandinternationalstudyAbstractThroughoutthedomesticandintemationalstudyfoundthatconceptualchangeteachinghasbecomethe

2、maindirectionofthedevelopmentofthescienceeducationinourcountry，SOhowtoeffectivelyimplementtheconcepttransformationteachinghasbecomethefieldofscienceandeducationinachallengingtaskOnconceptualchangeresearchhasimportantreal

3、isticmeaningandpracticalvalueSomewrongconceptsexist，onstudents’scientificconceptofcannotbeoverlooked，becauseofthispairofconceptsbeforeeffectiveindepthresearch，canimprovestudents’learningabilityandscientificaccomplishment

4、，inordertoimprovetheeffectofclassroomteachingtoproducepositiveeffectTraditionalteachingisonlypaidattentiontotheimpartingofknowledge，butignorethestudentsalreadyexistingknowledgeandexperiencetostudentsinthelearningprocesst

5、hemainbodystatusintheshow，untiltheConstructivismintheeducationalcirclespayattentionto，thinkthatlearningistheprocessoflearnersactivelyconstructprocessThelearneristhroughthenewexperienceoftheinteractionbetweentoconstructth

6、eirownknowledgestructure，SOtosay，learningisnotonlytoobtainnewknowledgeandexperiencebutalsoontheoldknowledgetransformationprocessWhiletheconceptualchangeteachingisguidedbythetheoryofConstructivismtochangestudents’errorsbe

7、foreconception，constructthesystemofscientificknowledgeThispaperintroducesthedomesticandoverseasresearchonconceptualchangetheoryandputsforwardtheconceptualchangeofthesignificanceofthestudy，analysisoftheformerconcept，cause

8、s，distinctivefeaturesaswellasinthephysicsteaching，followedbythedescriptionofconceptualchangetheorymeaningandsupportitstheoreticalbasisFinallyinthereferenceandtherelatedresearchfoundation，throughthequestionnairesurveywayo

9、nmyinternshiphighschoolstudentsaboutfrictionknowledgepriortoconceptionundertooksurvey，againsttheexistingproblemsandtakecorrespondingConceptualchangeteachingmodelofcurriculumimplementation，afterschooltimeaftertestingteach

10、ingeffectivenessResultsfromthestudyindicatethat：(1)studentsgenerallyhavesimilaroridenticalconcepts(2)beforetheconceptwiths訂ongintractable，theerrorofstudentsbeforeconceptiontransformationhascomplexityandarduoussex(3)throu

11、ghtheclosephysicallinesurveybasedonthepreviousresearchinnovationandconceptualchangeteachingmodel，studentswrongchange，actuallyplayedacertainpositiverole，forthetraditionalteachingmethodsprovidesanewtrainofthought，newmethod