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概念理解和迷思概念转变是小学教学中的重要问题,研究表明,个体的概念生态及其组成因子在很大程度上影响着学生的概念学习。本研究采用质性研究方式,选取锦州市某小学的学生为研究个案,利用问卷式测验、个别会谈及课堂观察的方法深入了解学生对“热传导”概念的架构,并进一步探讨在学生的认知历程中概念生态对学生概念理解的影响。
The concept of conceptual understanding and the concept of change is an important issue in primary school teaching, research shows that the concept of individual ecology and its composition factors to a large extent affect the concept of learning students. This study adopts a qualitative research method, selects a primary school student in Jinzhou as a case study, uses questionnaire test, individual talks and classroom observation methods to understand students ’structure of the concept of “heat conduction” and further explores students’ The Influence of Conceptual Ecology on Students’ Conceptual Comprehension in Cognitive Course.