首都师范大学学报（自然科学版）2025，Vol.46Issue(2)：68-74,90,8.DOI:10.19789/j.1004-9398.2025.02.010
科学教育中概念转变之理论观点、代表模型与实施路径:以物理学科为例
Theoretical perspectives,representative models,and implementation paths of conceptual change in science education:a case study of physics
摘要
Abstract
The 2022 edition of the compulsory education science and physics curriculum standards emphasizes the process of constructing concepts and promotes students'understanding of abstract concepts.Learners'preconceptions in physics often have characteristics such as solidification,concealment,and difficulty in changing.It is particularly difficult to form a scientific concept of physics,and physics teaching often helps learners change their erroneous preconceptions to achieve conceptual change.This study first elaborates on the theoretical perspective of conceptual change,and conducts a deep analysis from three categories of erroneous concepts,conceptual classification theory,and non conceptual change theory.Further pointing out the three typical models of conceptual change,namely conceptual change model,cognitive reconstruction knowledge model,and dynamic model of conceptual change.Finally,a physics teaching strategy for conceptual change is proposed,including designing refutation texts,providing attribute teaching,computer science modeling,accurately presenting data,and consolidating cognitive motivation.关键词
概念转变/科学教育/物理/前概念/错误概念Key words
conceptual change/science education/physics/preconcept/misconception分类
社会科学引用本文复制引用
陈梦寒,尹迪,于洋,赵赛男,王晶莹..科学教育中概念转变之理论观点、代表模型与实施路径:以物理学科为例[J].首都师范大学学报（自然科学版）,2025,46(2):68-74,90,8.基金项目
北京市八一学校教师专业发展项目(2212000275) （2212000275）
