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科学概念是人们对事物本质的认识,是逻辑思维最基本的单元和形式。由于,前概念普遍存在于学生的头脑中,所以科学概念构建的本质就是前概念的转化。针对实验课教学,实验前给学生充分表达的机会,让学生充分暴露自己的前概念;实验中,利用思维稚化的退化性和重演性,让学生亲历实验活动获取证据,为科学概念的建立提供经验支持;实验后,利用典型实验或反例比较,动摇并推翻学生错误的前概念,使学生从情感和思维上建立科学概念。
Scientific concept is the people’s understanding of the nature of things, is the most basic unit of logical thinking and form. Because the preconceptions are ubiquitous in the student’s mind, the essence of the construction of the scientific conception is the transformation of the preconceptions. For the experiment teaching, students fully expressed before the experiment the opportunity to allow students to fully expose their own concepts; experiments, the use of degenerative and repetitive nature of thinking, so that students experience the experimental activities to obtain evidence for the establishment of scientific concepts Provide empirical support; after the experiment, using typical experiments or counter-comparison, to shake and overthrow the students before the concept of error, so that students from the emotional and thinking to establish a scientific concept.