概念图——物理教学的有效工具  

Concept maps:effective tools for physics education

作　　者：王立君[1] 

机构地区：[1]浙江师范大学数理学院,金华321004

出　　处：《物理》2004年第8期614-618,共5页Physics

基　　金：浙江省教育厅 2 0 0 2年科研项目 (批准号 :2 0 0 2 0 869)资助

摘　　要：文章首先介绍了一般概念图的六个组成成分 :概念、分支、水平层次、同一分支下概念间的连接线和连接语、不同分支下概念间的连接线和连接语、例子 ;在此基础上 ,总结了制作物理知识概念图的具体策略 ;而后从四个方面论述了概念图的教学功能 :概念图作为先行组织者 ;概念图作为学生复习时整理知识的工具 ;概念图作为识别学生对知识的错误理解、知识欠缺和错误概念的工具 ;A concept map consists of six components: concept, branchings, hierarchies, concept relationships, cross\|links, and examples. This paper introduces strategies for constructing a concept map for physics. The effectiveness of concept mapping as an instructional tool is demonstrated in its function as an advance organizer, as a review tool prior to exams, as a mesns to identify learner misconceptions and deficiencies, and as a research and evaluation tool. This paper presents a variety of concept maps, and guides readers on how use concept mapping in education and practical settings.

关 键 词：概念图 物理教学 有效工具 教学功能 

分 类 号：O4-4[理学—物理]