科学误概念的诊断与教学研究

Misconception’s Diagnosis and Conceptual Change on Scientific Teaching

概念学习是学习科学的基础,但在学习概念的过程中经常会产生一些误概念,从而阻碍教学。通过文献整理,发现科学误概念的诊断工具,由测验问卷向画图工具发展,注重学生微观水平的理解。误概念的成因主要集中在三方面：学生日常的生活经验、不恰当的教学方法和概念的抽象性,并根据形成原因和误概念的类型,针对学生的认知冲突进行概念转化。

Studying concepts is a basis of learning science. When they learn scientific concepts, students will have some misconceptions which impede teaching. This study organizes and analysis a few literatures. Scientific misconception＇s diagllostie instruments have a development trend from multiple-choice instrument to drawing tool, focusing on student＇s micro-level understanding. Causes of formation contain mainly students＇ experience of daily life, unsuitable teaching methods as well as the concept of abstraction. According to causes of formation and the styles of concept, teachers implement the conceptual transformation of students＇ cognitive conflict.