中學(xué)生解決問(wèn)題的心理表征過(guò)程的案例研究——從解決非規(guī)則型浮力文字問(wèn)題表現(xiàn)剖析.pdf

1、廣西師范大學(xué)碩士研究生學(xué)位論文中學(xué)生解決問(wèn)題的心理表征過(guò)程的案例研究——從解決非規(guī)則型浮力文字問(wèn)題表現(xiàn)剖析ACaseStudyontheSecondarySchoolPupils’ProcessoftheRepresentationinMentalityaboutSolvingIrregularWordProblemRelatingtoBuoyancy院系：物理與信息工程學(xué)院年級(jí)：二零零二級(jí)學(xué)科專(zhuān)業(yè)：課程與教學(xué)論研究方向：物理教學(xué)論導(dǎo)師

2、：羅星凱教授研究生：唐建平完成時(shí)間：2005年4月y84871ACaseStudyontheSecondarySchooIPupils’ProcessoftheRepresentationinMen協(xié)I咐aboutsoIvingIrregularWordProblemRelatingtoBuoyancyName：iianpingtangDirector：ProfessurXingkaiLuoEnrollmentYear：2002Majo

3、r：Curriculum＆InstructionMethodologyResearch一0rlcntation：PhysicsInstructionMethodologyBecausethegrossofknowledgeisblastingininformationsociety，theburdenofthesecondschoolpupilsaroseanxietyofpeopleItisveryurgencyproblemforp

4、eopletosolvethatwhatshouldbetaughtovertheimportantandusefulperiodinthesecondsch001Cultivatingthecorecompetenceisthecoonsenseoftheeducationexpert，ProblemsolvingisoneofthecorecompetencePhysicsisoneofmoreimportantsubjectinc

5、ultivatingitThroughlearningphysics，studentisrequiredtosolveprobleminrealworld，especiallytosolvenewproblemwhentheythrowthemselvesintothecoldpraxisHowever，ManystudentcansolvetheregularproblemintextbookOncetheymeettheactual

6、problem，theybecomeaidiotofnailbitingThenwhatistheprocessoftherepresentationinmentalityofthosewhoaregoodatsolvingregularproblemoftextbookwhatisthedistributingofthosestudentSolvingtheseproblemwillbuildfoundationfortherefor

7、mofeducation，SoitisnecessarytoadvocatetheinquiryinstructionBuoyancyisaconceptionrootedinpupil’srealworld，thepre—conceptionaboutbuoyancyisresearchedclearlyintheresearchinstituteofscienceeducationinGuangxinormaluniversityT

8、hentheinformationofexperiencebasedonpre—conceptionstudy，informationofnumbermadtypeoftheregularproblemwasorganizedinatestingproblemSothroughsolvingthetestingproblem，theprocessofrepresentafioninmentalityiseasilydistinguish

9、edbyanalyzingstudent’sselectingdifferentinformationinitifthereissomedoubtfulpoint，itcallbedistinguishedbyinterviewwithinstrumentcreatedbythegraduatestudentintheresearchinstituteofscienceeducationIntheend，thedetailsofproc

10、essofthinkingwasrecordedforteachingstudentinaccordanceoftheiraptitudeandthestatisticofthedistributingwascalculatedforfurtheranalyzing，Throughanalyzingliteratureanddatummefivemainprocessofrepresentationwassummedupsuchas：l

11、：thestraitlacedprocessofsymbolrepresentation，2：thesimpleprocessofexperieneerepresentation，3：theprocessoffilmrepresentation，4：也eprocessofsimulationrepresentation5：theprOCessofscienceandmathrepresentation。妞characteristicof

12、processoftherepresentationinmentalitywasgeneralized，thenthedistributingondifferentexperiencecanbeascertainedtobeanalyzedTheseWU$discoveredthroughinquiry④theprocessofthinkinginamajorityofstudent’smentalityisthestraitlaced

13、processofsymbolrepresentation，thephysiealformulaandtheexperienceofstudentarealmostindifferentworl文thisistheprocessofrepresentation，theinformationofnumberandtypeofproblemisdistilled，andtheinformationofexperienceisneglecte

14、d，theproblemissolvedaccordingthemodalityofexampleitisthebestwaytosolveregularproblemonthetextbookandtheexanlforitsspeedinessandnicetybutitistheunwieldinessinsolvingirregularproblemofreality②Thesimpleprocessofexperiencere