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在接受正式教育前,学生对于知识原有的认识被称为前概念,迷思概念即前概念中学生认识和科学概念之间存在认知偏差的部分,其影响学生对科学概念的顺利学习。认知冲突的创设是一种教学策略,也是具备技巧性与实践性的教学艺术,合理运用认知冲突转变地理迷思概念,能够引导学生有效学习科学概念。结合教学实例探讨了如何基于认知冲突转变地理迷思概念,为提高学生对地理概念的学习效率提供了帮助。
Before formal education, the student’s understanding of the original knowledge is called the preconception. The concept of the myth, that is, the cognitive bias between the preconception of the middle school student and the scientific concept, affects students’ smooth learning of the scientific concept. The creation of cognitive conflict is a kind of teaching strategy. It is also a teaching art with skill and practicality. The rational use of cognitive conflict to change the concept of geographical myth can guide students to effectively study the concept of science. This paper discusses how to change the concept of geographical myth based on cognitive conflicts in order to improve students’ learning efficiency of geographic concepts.