教学实践证明,学生在接触到新的知识时,总是试图用旧的知识结构和思维方式去理解它,有时甚至会修正新知识的含义,以适用旧有的知识结构与思维方式,结果新的与旧的混杂在一起,派生出形形色色的偏离了科学概念的想法,教育理论上称之为相异构想,相异构想会严重地阻碍学生对科学概念的接受、形成和发展,研究相异构想的成因,对物理概念的教学有重要 Teaching practice proves that when students come into contact with new knowledge, they always try to understand it with the old knowledge structure and way of thinking. Sometimes they even correct the meaning of new knowledge to apply the old knowledge structure and thinking mode. The result is new. Mixed with the old ones, they derive all kinds of ideas that deviate from the scientific concepts. Educational theories are called heterogeneous ideas, and the heterogeneous nature would seriously impede students’ acceptance, formation, and development of scientific concepts. The cause of heterogeneous thinking is important for the teaching of physical concepts