基于概念转变视角的初中生物理生活语言调查研究

发布时间：2018-04-17 09:21

本文选题：概念转变 + 生活语言　；参考：《曲阜师范大学》2015年硕士论文

【摘要】：语言是思维的载体与体现,是信息表达的重要渠道。当前的物理教育改革重视交流,交流的媒体主要是语言,因此如何让学生从生活语言顺利过渡到科学语言是值得我们关注的问题。问题的关键是日常语言和科学语言之间的差异,以及如何看待和处理这种差异。但一线教师常常忽视学生生活语言这一要素,形成了单向的、灌输式的教学,要知道对概念的记忆并不能等同于概念的理解。概念转变教学理论指出,概念发生转变的标志之一是学生能用自己的语言准确表达科学概念。因此,了解学生生活语言的特点,不仅可以通过其传达的语言内容了解学生的前概念,同时可以通过学生生活语言的特点,为教师更好地培养学生科学的语言表达能力(如定义)提供依据,从而更好地架设从日常语言到科学语言的桥梁。本研究以“熔化”、“功”、“电流”三个概念为例,采用问卷法和访谈法调查了初中生物理生活语言的特点,对调查结果首先采用概念细目法,逐个概念、逐个条目进行了语言结构和语言内容两个维度的分析,在此基础上,首先,总结得出学生物理生活语言的特点:(1)学生的生活语言不够简练、直接,多用例子或比喻来辅助表达;(2)学生的生活语言语意模糊,常存在不确定甚至自相矛盾;(3)学生的生活语言表现出很强的个性化特征,语言中体现出明确的个人喜好或生活背景特点;(4)学生喜欢用比喻或者句子表达,并常采用比喻、拟人等手法,不善于用公式等表达形式。然后,又以现代科学哲学关于科学语言的最新研究为指导重新审视和分析了科学语言与学生生活语言的关系,给出相应的教学启示。最后,从前概念和概念转变的视角,对调查结果进行讨论,给出相应的教学建议。
[Abstract]:Language is the carrier and embodiment of thinking, is an important channel of information expression. The physical education reform the current focus on communication, communication media is the main language, so how to make students a smooth transition from a living language to the language of science is worth our concern. The key problem is the difference between everyday language and scientific language, and how to treat this difference. But the teachers often ignore the elements of student life language, form a one-way, teaching, to know the concept of memory is not equal to the understanding of the concept. It is pointed out that the conceptual change theory, the change of the sign of the concept is that students can use their own language to express scientific concept. Therefore, understanding the characteristics of student life language, can not only understand the students before the concepts through the language content of the message, and at the same time by students living. Other features, for teachers to cultivate students' scientific language skills (as defined) to provide the basis, so as to better set up from daily language to bridge science language. Based on the "melting", "work", "current" three concepts, for example, investigating the characteristics of the physical life language of junior high school students using questionnaires and interviews, the results of the survey the concept of breakdown, one by one, one by one entry is analyzed in two dimensions of language structure and language content, on the basis of this, firstly, summarizes the characteristics of students' physical life language: (1) the student's life directly, much less concise language, for example to assist or metaphorical expression; (2) the students' life language ambiguous, there are often uncertain and even contradictory; (3) the life of their language and express strong features, reflect personal preferences or clear language Live background features; (4) students love metaphors or sentence expression, and often used metaphor, personification and other techniques, are not good at using formula expression. Then, and the latest research on modern science and philosophy of science language guidance and re-examine and analyze the relationship between scientific language and students living language, teaching enlightenment the corresponding. Finally, from the perspective of the transformation of concepts, the results of the survey are discussed, the corresponding teaching suggestions.

【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

【参考文献】