概念转变理论:本体论、元认知和动机的视角  

Conceptual Change Theory:From the Perspective of Ontology,Metacognition and Motivation

作　　者：万志宏 WAN Zhihong(Department of Curriculum and Instruction,the Education University of HongKong,HongKong,999077,China)

机构地区：[1]香港教育大学课程教学系,中国香港999077

出　　处：《教育与教学研究》2021年第10期7-17,共11页Education and Teaching Research

摘　　要：概念转变理论已经成为一种人们广为接受的科学学习理论,对科学教育的实践产生了广泛而又深刻的影响。与此同时,其自身也经历了一个从认识论范畴到本体论范畴、从认知层面到元认知层面、从理性过程到非理性过程这样一个不断丰富、发展的过程。文章在简要介绍经典概念转变理论的基础上,重点讨论了近年来学者从本体论、元认知和动机的视角对经典概念转变理论的发展,同时指出这些新视角对概念转变教学实践的启示:科学课教师在进行概念转变教学的过程中,要仔细分析学生前概念与科学概念相关本体的差异,要让学生意识到自己与前概念相关的经验和相关概念生态圈,并需要关注学生动机的发展,从而为学生的概念学习创造一个良好的心理环境。The conceptual change theory has become one of the well-accepted theories of scientific learning,which has had an extensive and profound impact on science education.At the same time,it has also experienced a process of continuous enrichment and development from epistemological category to ontological category,from cognitive level to metacognitive level,and from rational process to irrational process.On the basis of a brief review of the classical conceptual change theory,this paper discussed the development of this theory from ontological,metacognitive and motivational perspectives.At the same time,it points out the enlightenment of these new perspectives to the teaching practice of conceptual change.That is,in the process of conceptual change teaching,science teachers should carefully analyze the ontological differences between students’pre-concept and scientific concept-related design,and make students aware of their experience related to pre-concept and related concept biosphere.In addition,teachers also need to pay attention to the development of students’motivation,so as to create a good psychological environment for students’concept learning.

关 键 词：概念转变理论 概念本体 原概念认知 动机心理学 科学教育 

分 类 号：G420[文化科学—课程与教学论]