心理发生视域下学习进阶机制的研究

Research on the Mechanics of Learning Progression Based on Psychological Occurrence

学习进阶已成为基础教育各学科教学研究的热点问题。然而,如何构建和阐释学生在某一学段的学习状况问题仍未得到很好研究。借助皮亚杰的心理发生理论构建起描述和解释学习进阶的模型,解决了对学习进阶设置的随意性和难以借鉴的问题。以初中原子物理概念体系的学习进阶为例进行了实证研究。为保证研究的严密性和可靠性,运用Rasch模型对测评工具和结果进行分析和论证。研究结果既提供了学生的与原子相关知识的数据,也证明了我们的解释方案的可行性。

At present,learning progression has become a hot topic in basic education research,but how to construct and explain students’progress in a certain learning stage is not well explained.Based on the model to explain learning progression put forward by Piaget’s Principle of Genetic Epistemology,some problems can be solved to interpret the randomness in setting up learning progression and to overcome the difficulty of drawing lessons.Taking as an example the learning progression of the study of atomic physics in junior high schools,empirical researches are carried out.In order to ensure the strictness and reliability of the research,Rasch model is used to expound and prove the testing and appraising tools and results.The results of the research not only provide the data of students’knowledge of atoms but also prove the feasibility of our explanation scheme.