生成性学习理论视角下化学概念理解的内涵与教学建议  

Conceptual Understanding from the Perspective of Generative Learning Theory

作　　者：卢姗姗[1] 国鹏 LU Shan-Shan;GUO Peng(School of Chemistry.Chemical Engineering and Materials Science,Shandong Normal University,Jinan 250014.China)

机构地区：[1]山东师范大学化学化工与材料科学学院,山东济南250014

出　　处：《化学教育(中英文)》2025年第7期9-14,共6页Chinese Journal of Chemical Education

摘　　要：概念理解是当前科学教育研究的重要主题。概念理解内涵不清晰将导致教师难以在教学中有效落实倡导理解的教学。生成性学习理论是在信息加工理论基础上解释学生学习的一种进步性理论,在此视角下对化学概念理解的内涵进行剖析,从而为促进概念理解的化学教学提供学习科学的依据。Conceptual understanding is an important topic in scientific education research.The confusion appeared in definition of conceptual understanding will make it difficult for teachers to effectively guide and promote understanding in teaching.Generative learning theory is a progressive theory that explains student learning based on information processing theory.From this perspective,it analyzes how conceptual understanding generated and how differences in conceptual understanding made,providing a scientific basis for promoting concept understanding in chemistry teaching.

关 键 词：概念理解 生成性学习 ICAP模式 

分 类 号：G633.8[文化科学—教育学]