基于元认知理论的初中生物学概念转变研究.pdf

摘 要 义务教育阶段是系统学习生物学概念的起始阶段,学生头脑中存在丰富的基 于日常生活经验形成的生物学概念，即前科学概念。这些概念或正确或错误，正 确的前科学概念有利概念的同化，而错误的前科学概念则会阻碍概念的构建。根 据教学的准备性原则，教师了解学生已有的前科学概念并开展针对性的概念转变 教学就显得极为重要。 初中生物学中“细菌、真菌、病毒”的概念是学生日常生活接触较多、前科 学概念较为丰富的章节内容，且在高中生物学知识的体系中，也占据着重要的位 置。因此本研究以初二学生为研究对象，通过开放式诊断试题和二阶诊断试题调 查问卷，探查学生在该内容拥有的前科学概念，发现学生对“细菌、真菌、病毒” 的知识存在丰富的前科学概念。 为帮助学生转变错误的前科学概念，本文以波斯纳等提出的概念转变模型为 基础，结合元认知理论，构建基于元认知的概念转变模型。为验证该教学模型的 有效性，设置教学实验对照。比较基于前科学概念调查、进行元认知概念转变教 学的实验班与进行传统概念教学的对照班的概念转变效果。发现实验班的概念转 变效果明显优于对照班。且实施传统教学的对照班，在其原有的前科学概念未得 到有效转变的情况下，反而在概念的学习过程中，有前科学概念新增的现象。 关键词：初中生物学；前科学概念；元认知；概念转变 I A b s tr ac t The compulsory education stage is the beginning stage of students systematic learning of biological concepts. In their minds, there are abundant biological concepts based on their daily life experience, that is, prescientific concepts. These concepts are either right or wrong. The correct pre-scientific concepts are favorable for the assimilation of concepts, while the wrong prescientific concepts will hinder the construction of concepts. According to the preparatory principle of teaching, it is very important for teachers to understand students existing prescientific concepts and carry out targeted concept transformation teaching. In junior school biology, the concept of bacteria, fungi and viruses is a chapter content that students have more contact with in daily life and are relatively rich in pre- scientific concepts. In addition, it also occupies an important position in the system of biology knowledge in senior high school. Therefore, this study took junior two students as the research object, explored the students pre-scientific concepts in this content through the questionnaire of open diagnostic questions and second-order diagnostic questions, and found tha