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摘 要：概念转变是学者已有认识或知识经验受到与其不一致的新经验的影响而发生的重大改变，由“迷思概念”向科学概念转变的过程。在中学生物教学中发现学生的脑海中已存在许许多多的前科学，不同的学生对一个新知识的理解与体验差异较大。这对学生学习生物学及形成生物学的科学概念产生了一定的影响。本研究主要通过阐述概念转变理论的内涵、理论基础及概念转变的条件，调查分析存在中学生头脑中前概念及形成因素，对教师的教学过程及学生的学习过程进行了反思。在此基础上探讨教师有效地指导学生丰富和修正前科学概念，建构生物科学概念的教学策略，并通过引发认知冲突、制定合适的教学目标及结合学生实际情况实施教学，激起学生主动学习的愿望，培养良好的学习习惯。33281
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毕业论文关键词： 中学生；生物学；概念转变；教学策略
"Concept transformation Theory" in The Application of The High School Biology Teaching Research
Abstract: Concept transformation is scholar known knowledge or experience is inconsistent with the significant changes occurring in the course of the influence of new experience, from the myth of the "concept" to the process of science concept transformation. Found in biological teaching in middle school students' mind exists many former science, different students to understand and experience a new
knowledge of the larger differences. For the students to learn biology and formation of biology science concept has a certain influence. This research mainly expatiates the connotation of the concept transformation theory, the foundation of the theory and concept transformation, the conditions of research and analysis there are middle school students' mind first concept and the form factors, process of teachers' teaching and students to reflect on the learning process. On this basis to explore teachers guide students effectively and correction before the rich scientific concept, and construct the teaching strategies of the concept of biological sciences, and through the cognitive conflict, develop appropriate teaching goal and in combination with the practical situation of students teaching, arouse students' active learning desire, develop good study habits.
Key word: Middle school students; Biology; Conceptual change; Before the concept of science; Teaching strategies
目 录
摘 要 1
引言 2
1 问题的提出 2
2 基本概念 3
2.1 概念转变 3
2.1.1 概念转变的定义 3
2.1.2概念转变的过程 3
2.1.3概念转变的条件 4
2.2 教学策略 4
3概念转变影响因素的调查与分析 5
3.1调查的对象和研究方法 5
3.1.1调查对象 5
3.1.2 研究方法 6
3.2对学生问卷调查的结果与分析 6
3.2.1 学生问卷调查结果 6
3.2.2 对学生调查结果的反思 7
3.3对教师问卷调查的结果与分析 8
3.3.1教师问卷调查结果 8
3.3.2对教师调查结果的反思 9
3.4概念转变中存在的问题以及影响因素 10
3.4.1先入为主，错误生活观念的影响 10
3.4.2相关生物概念混淆 10
3.4.3 无意识的改变概念的外延 10
3.4.4 旧有认知的局限性 10
4概念转变的教学策略 11
4.1概念转变具体教学策略 11
4.1.1以教学目标为出发点 11