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教学不能简单强硬地把新知识灌输给学生,而应尊重学生的前概念,并以之作为新知识的生长点。教师可以创设情境,通过“利用观察体验,直面认知冲突;呈现反例,制造认知冲突;运用课堂辩论,呈现认知冲突;导入生活事件,激发认知冲突;巧用课堂生成,引发认知冲突”等途径,激起学生的求知欲和好奇心,变“要我学”为“我要学”。学生在经历思想上的冲突和震撼的过程中,找出矛盾所在,用科学概念代替原有的错误观念,实现错误前概念向科学概念的转变。
Teaching can not simply instill new knowledge into students, but respect students’ preconceptions and use them as a starting point for new knowledge. Teachers can create situations through which they can use “observation experience” to confront cognitive conflicts, counterexamples to create cognitive conflicts, use class debates to present cognitive conflicts, introduce life events and stimulate cognitive conflicts, and use classroom generation to induce cognitive Known conflict “and other ways, arouse the students curiosity and curiosity, change ” want me to learn “as ” I want to learn ". Students experience the conflict and shock in the process of thinking, to find out where the contradiction, with the scientific concept instead of the original concept of error, to achieve the concept of error before the change to the concept of science.