A STUDY ON THE STRATEGY OF REMOLDING STUDENTS' MISCONCEPTION AND ITS MECHANISM
A STUDY ON THE STRATEGY OF REMOLDING STUDENTS' MISCONCEPTION AND ITS MECHANISM
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改造学生错误观念的策略及机制研究
DOI：
10.5926/jjep1953.38.4_455
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发表时间：
1990
期刊：
影响因子：
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通讯作者：
Keiichi Magara
中科院分区：
文献类型：
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作者：
Keiichi Magara
本文讨论了学生的误解以及新概念取代它的过程。许多学生认为散装植物（例如郁金香）的花中没有种子。为了纠正这种误解，对照组获得了阅读材料，描述了郁金香花中含有种子并且可以种植的事实。向实验组提供的阅读材料描述了为什么从一大堆郁金香中培育出一朵郁金香，而花朵中却含有种子。主要结果如下。 (1)实验组中放弃错误观念并获得新概念的SS比对照组中更多的SS。 (2)实验组比对照组对给定文章更感兴趣。从新概念取代旧概念的机理角度对所得结果进行了讨论。并对本次实验所采用的教学策略进行了概括性的描述。
This paper deals with students' misconception and the process that a new concept displaces it. Many students think that plants growing from bulk (e . g. tulip) have no seed in the flowers. To correct such misconception, the control group was given reading material describing the fact that tulip has seed in the flower and could be raised. The experimental group was given reading material describing the reason why a tulip was raised from a bulk while it had seed in the flower . The main results were as follows. (1) More Ss in the experimental group abandoned their misconception and acquired new concept than Ss in the control group. (2) The experimental group was more deeply interested in the given article than the control group. The obtained results were discussed from the viewpoint of the mechanism that a new concept displaces an old one. And a general description was made concerning the teaching strategy used in this experiment.