概念转变理论及其发展述评  

Theories of Conceptual Change and Their Developments

作　　者：吴娴[1] 罗星凯[2] 辛涛[3] 

机构地区：[1]广西师范学院物理与电子科学系,南宁530023 [2]广西师范大学科学教育研究所,桂林5410040 [3]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学进展》2008年第6期880-886,共7页Advances in Psychological Science

基　　金：广西软科学项目(05111015(2005));教育部人文社科一般项目(05JAXLX003)

摘　　要：概念转变是心理与教育领域的热点问题。20多年来,研究者从不同的背景和视角研究概念转变的过程与机制,提出了基于认识论、本体论和朴素理论的多个概念转变理论,成为后续概念转变研究的理论框架。随着研究的深入,这些概念转变理论得以继承和发展,表现为融入了社会、情感等因素并具整合的趋势。本文对当前国际主流的概念转变理论及其发展加以评述,并从问题、方法和视角等方面对未来的概念转变研究加以展望,提出构建更具普适性的概念转变理论框架的设想。Conceptual change is a critical issue in psychological and educational fields. From different backgrounds and beliefs, Researchers have investigated conceptual change and given rise to several theories for interpreting the processes and mechanism of conceptual change in the past two decades, like epistemology, ontology and framework theory. With the gradual deepening of studies on conceptual change, those theories have been developed, such as cognition-oriented theories were taken social/affective factors into account and different theories were integrated to a multidimensional framework for interpreting conceptual change in classroom, etc. This article reviews theories of conceptual change and their developments, and then makes some suggestions for studies and theories ofconcentual change in the future.

关 键 词：概念转变 认识论 本体论 框架理论 多维课堂概念转变框架 

分 类 号：B842[哲学宗教—基础心理学] G44[哲学宗教—心理学]