作　　者： ; ; ;

机构地区： 北京师范大学化学学院

出　　处： 《化学教育》 2014年第10期51-56,共6页

摘　　要： 能量概念是科学教育的一个核心概念,也是近年来国际科学教育研究的一个热点话题.在柳秀峰、Wilson等人的研究基础上,构建了能量概念的认识模型.基于该模型,并结合国内物理、化学和生物等不同专业的中学、大学教材中涉及的能量相关概念,笔者编制了调查问卷,对北京师范大学物理、化学和生物等不同专业的共280名大学生进行了测查和访谈.通过Rasch模型和SPSS统计分析发现,不同学科背景的学生对能量概念的认识角度和水平存在差异,而且存在一些偏差认识.基于学生的认识现状,笔者最后构建了关于能量概念认识的难度进阶,并对能量概念的教学提出了建议. Energy is a core concept of science education and also a hot topic in international science education research in recent years. On the basis of Liu Xiufeng and Wilson＇s study, a cog- nitive model of the energy concept was constructed. Combining with the related energy concepts existed in physics, chemistry and biology textbooks for high school and university in China, the questionnaire was designed to test and interview 280 Beijing normal university students major in physics, chemistry and biology. By Rasch model and SPSS data analysis, we found that different discipline background affects students＇ understanding level and perspectives of energy concepts, and there were some misconceptions. Finally, we established a cognitive progression of energy concepts based on cognitive difficulties, and gave some proposals for the teaching of energy concept.

关 键 词： 能量概念 理 化 生专业大学生 认识模型 认知梯度

领　　域： [理学]