小学生的科学认识特点和教学策略——基于“小学生前科学概念研究”

The Characteristics of Scientific Cognition of Elementary School Students and the Teaching Strategies for Them:Based on "the Study of Prescientific Concept of Elementary School Students"

"小学生前科学概念研究"项目获得关于小学生前科学概念的侦测数据,呈现出小学生科学认识特点。通过对这些侦测数据的分析,揭示出小学生在科学认识过程中感知觉、思维加工和社会环境影响方面的七大特点,即以自我为中心、突出明显特征性、表征联系性、间接因果性、直接类比性、经验技术性和横断性。针对这七大特点,分别进行了教学策略分析,提出一般性教学建议:从以自我为中心认识到科学的客观标准性;从突出明显特征性到对科学事物的全面认识;从表征联系性认识科学事物的结构与功能;从间接因果性认识科学现象间的因果关系;从直接类比性认识科学类比的严谨性;从经验技术性到认识科学内在规律性;从横断性到认识科学概念的意义。

The project "the Study of Prescientific Concept of Elementary School Students prescientific concept"obtains the detection data about the prescientific concept of elementary school students,which shows the characteristics of scientific cognition of them.Through the analysis of the data,the characteristics of scientific cognition of elementary school students are revealed.There are seven characteristics of scientific cognition of elementary school students in the aspects of perception, thinking and processing,and social environment influence during the process of scientific cognition, which are self-centered,distinctive,representational connected,indirect causal,direct analog,empirical and crosscutting.In view of these seven characteristics,this paper analyzes the teaching strategies and puts forward some general teaching suggestions.(1)Realize the objective standard of science from the characteristic of self-center.(2)Understand the scientific matters from the characteristic of distinction. (3)Understanding the structure and function of scientific matters from the perspective of representational connection.(4)Understand the causality between scientific phenomena from the characteristic of indirect causality.(5)Understand the preciseness of scientific analogy from direct analogy.(6)Understand the inherent regularity of science from the characteristic of experiential technology.(7)Realize the significance of scientific concepts from the characteristic of crosscut.We hope that the results can deepen the scientific cognition of elementary school student and help design the teaching strategies of elementary school science.