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由于一些错误认识的存在,在一定程度上对科学知识的学习形成了一定的干扰。这种干扰将长期存在。对于这种错误现象,我们一并称之为迷思概念。本文结合学生生活实际,分析其迷思概念转化策略,以便参考。了解学生生活经验,讲究溯本追源生活经验,顾名思义,也就是小学生在学习前,依据生活的经验对某种现象,或者事物形成的一种认识,这种认识也属于学生知识建构中的一部分,是他们接触新知识、解决新问题的前提。在教学中,教师可以通过谈话、测验乃至观察等方式来掌握
Due to the existence of some mistaken understanding, to a certain extent, the learning of scientific knowledge has formed a certain disturbance. This interference will exist for a long time. For this kind of error phenomenon, we also call it the concept of myth. This article, combined with the actual student life, analyzes the concept of mythological transformation strategy for reference. Understand the student life experience, pay attention to retroactive source life experience, as the name suggests, that is, before learning, based on the experience of life on a phenomenon, or things formed a kind of understanding, this knowledge also belongs to the student knowledge construction part They are the preconditions for them to contact new knowledge and solve new problems. In teaching, teachers can learn by talking, testing and even observation