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前概念是学生在正式接受课堂教学前形成的对事物、现象的看法和观念。其中,有些与科学概念在一定范围内是一致的,成为学习科学概念的预备知识。但是学生众多的前概念与科学概念相悖,我们称之为相异构想,类似于我们所说的错误概念。物理教学研究发现学生存在的许多的相异构想具有广泛性、迷惑性、顽固性和负迁移性,成为正确建构物理概念的最大障碍。在物理教学中查清后转变它,对于提高物理教学质量具有重要意义。本文从物理相异构想转变的教学方法(即:创设情景、探查诊断、实验观察、合作探),培养学生实事求是的科学态度。
Pre-concept is the students before the formal acceptance of classroom teaching formed on the things, phenomena and ideas. Among them, some are consistent with the concept of science within a certain range, and become a prerequisite for learning the concept of science. However, many of the students’ preconceptions are contrary to the scientific concepts. We call them different concepts, similar to what we call the wrong concepts. Physics teaching research has found that many of the disparate ideas about the existence of students are widespread, confusing, intractable and negatively relocated, which becomes the biggest obstacle to the correct construction of physical concepts. It is of great significance to improve the quality of physics teaching after changing it in the physics teaching. In this paper, the teaching methods of changing from different physical conceptions (ie, setting up scenarios, exploratory diagnosis, experimental observation and cooperation exploration) are adopted to cultivate students’ scientific attitude of seeking truth from facts.