学生在学习新知识前由长期的日常经验形成了对事物及现象的看法和观念,有些观念与科学的理解基本一致,有些理解与科学观念相违背,后者称之为相异构想。这些概念常常阻碍着学生科学概念的掌握,从建构主义认识论分析,学习不是学生简单地“输入、储存”课本和教师提供的信息,而是主动地将原有经验和新信息进行对比、分析、批判、选择和重建知识结构的过程。 Before learning new knowledge, students form long-term daily experiences to form opinions and ideas about things and phenomena. Some concepts are basically consistent with scientific understanding, some of them are contrary to scientific concepts, and the latter are called heterogeneous ideas. These concepts often hinder students from mastering the scientific concepts. From the constructivist epistemological analysis, learning is not simply a matter of “inputting and storing” textbooks and information provided by teachers, but actively comparing and analyzing original experiences and new information. The process of criticizing, selecting, and rebuilding knowledge structures.