基于元认知理论下的初中化学“酸、碱、盐”迷思概念转化策略研究

发布时间：2018-06-15 09:53

本文选题：迷思概念 + 元认知理论　；参考：《苏州大学》2016年硕士论文

【摘要】：义务教育化学课程标准以提高学生的科学素养为课程理念的主旨,而科学概念的教学则是培养学生科学素养的载体。学生在学习新概念时,并不是“空白着脑袋进入课堂”。当学生具有的前概念与科学概念不一致或者错误时,我们称学生具有相应的“迷思概念”。有研究表明:传统的教学模式并不能有效转变学生的迷思概念。初中化学“酸、碱、盐”是初中科学中构成化学知识结构体系的重要组成部分。由于该部分内容涉及的概念多、系统性强,初三学生的逻辑思维能力和学习认知能力不够完善,学生对“酸、碱、盐”知识存在较多的迷思概念。本研究以问卷调查和访谈相结合的研究方法,对笔者所任教学校的初三学生进行了“酸、碱、盐”迷思概念的前测,分析并归纳了学生出现的迷思概念以及迷思概念形成的主要原因。在元认知理论的指导下,提出概念转变策略,在培养学生积极元认知体验的前提下,通过学生元认知监控,不断重建或完善元认知知识,实现迷思概念的转变。教学实践证明,采用元认知原理下的概念转变教学策略比传统概念转变教学方法更具有优势,能有效实现学生迷思概念的转变。
[Abstract]:The aim of the curriculum idea is to improve students' scientific literacy, and the teaching of scientific concepts is the carrier of cultivating students' scientific literacy. When students learn new concepts, they are not "empty-headed into the classroom." When students have preconceptions that are inconsistent with or wrong in scientific concepts, we call them "misconceptions". Some studies have shown that the traditional teaching mode can not effectively change the students' misconception. Junior middle school chemistry "acid, alkali, salt" is an important component of chemistry knowledge structure system in junior high school science. Because the content of this part involves many concepts, the systematic strong, the logic thinking ability and the study cognition ability of the junior high school students are not perfect, the students have more misconceptions about the knowledge of "acid, alkali, salt". By using the method of questionnaire investigation and interview, the author made a pretest of the concept of "acid, alkali and salt" in the third grade students of junior high school. This paper analyzes and summarizes the concept of students' myth and the main reasons for the formation of the concept. Under the guidance of metacognitive theory, this paper puts forward the strategy of conceptual transformation. Under the premise of cultivating students' positive metacognitive experience, they constantly reconstruct or perfect metacognitive knowledge through students' metacognitive monitoring, and realize the transformation of myth concept. The teaching practice has proved that the teaching strategy of conceptual transformation based on metacognitive principle has more advantages than the traditional teaching method of conceptual transformation, and it can effectively realize the transformation of students' misconceptions.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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