教学条件下中学生物学概念形成的实验研究  

An Exploratory Study of High School Students' Formation of Biological Concept

作　　者：姚宝骏[1] 陆建身[1] 黄宇宏[1] 

机构地区：[1]华东师范大学生命科学学院,上海200062

出　　处：《心理科学》2009年第3期758-760,747,共4页Journal of Psychological Science

摘　　要：本实验借助假设检验模型对学生在习得条件下生物学概念形成过程进行探究,实验结果表明:1、学生生物学概念的形成存在高起点、缓增长、平台振荡的特点,没有突破现象;2、探究教学更有利于概念的形成,尤其利于发掘学生后程的学习潜力;3、学生对概念的掌握可能存在一个统计学意义上的阈值,相同条件下探究教学比讲授法较更利于学生达到该阈值。This experiment explored the formation of biological concept under the condition of learning the means of the hypothesis testing model. The results suggest： First, the formation of biological concept under the condition of learning is charaderized by a high starting point, a slow growth and a on-plateau oscillation without the phenomena of mutative process; Second, the inquiring model is more efficient for concept learning; Third, there may be a threshold for the concept learning.

关 键 词：生物概念 高起点 缓增长 平台震荡 

分 类 号：G633.91[文化科学—教育学] G633.6