小学生朴素热概念的发展  

Development of Pupils' Naive Heat Concept

作　　者：梁熙[1,2] 王明怡[1] 

机构地区：[1]北京林业大学人文社会科学学院应用心理学系,北京100083 [2]首都师范大学心理学系,北京市"学习与认知"重点实验室,北京100048

出　　处：《心理与行为研究》2012年第2期98-103,共6页Studies of Psychology and Behavior

基　　金：教育部人文社会科学研究青年基金项目(07JCXLX004)的资助

摘　　要：概念转变是认知发展与教育领域的热点话题之一,但关于小学生对于热概念的转变研究仍处于萌芽阶段。本研究抽取了某小学一、三、六年级学生共104名,采用三种任务情境考察了他们在热概念方面的认识水平。研究发现:一年级学生主要将热看作是一种物质,用物质模型理解热作为一个过程概念具有的速度属性。三年级学生热的物质概念和过程概念的认识并存,能够正确认识过程概念的速度和方向两个重要属性。六年级学生对于热作为一个过程概念所应具有属性的认知较为稳固,但未发生进一步的转变,他们还不能将热作为一个自发过程概念来理解。此研究结果部分验证了Chi提出的概念转变的理论假设。Currently, conceptual change is a hot studies on pupils＇ heat conceptual Change. In sample of 104 students from first, third and topic in cognitive development and education, the present study, three context-sensitive tasks sixth grade, in an effort to explore their unde but there are few were employed in a rstanding about heat concept. The results indicated that first grade students mainly saw heat as a matter and used the motion of a matter to explain the speed attribute of process concept. Attributes of matter and processes coexisted in third grade students＇ minds of heat. They developed the understanding of both speed and direction attributes of heat concept. Sixth grade students were able to establish a stable belief about attributes of a process concept of heat. However, lacking branch jumping, they had not seen heat as an emergent process yet. This study partly tested Chi＇s theory of conceptual change for learning process concepts.

关 键 词：热 朴素理论 概念转变 本体论区别 

分 类 号：B844.1[哲学宗教—发展与教育心理学]