大中学生对一些物理概念理解的研究
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摘要
影响物理学习的重要因素之一是学生在接受正式教学前所具有的知识。近二十年来，关于学生对物理概念理解的研究一直是国际物理教育研究的热门话题之一。研究表明学生在接受物理教育以前，已经通过自己的观察、体验与思考，对物理现象与自己的理解和认识。这些直觉的理解与认识与大部分的科学概念是不一致的，因此被称为前概念和相异构想，这会成为进一步学习的障碍。
本研究是在教育学心理学有关理论指导下结合学科教育中一个具体的领域进行的。研究试图通过临床谈话、问卷测试等形式诊断分析学生在一些物理基本概念上理解的困难，归纳不同年龄层次概念理解的情况，分析为什么会产生这些错误概念，并对概念教学进行讨论和提出建议，为物理教学改革做一些基础性的工作。论文首先分析了与物理概念学习有关的教育学心理学理论，就与概念理解有关的名词进行了说明并阐述了自己对理解标准的看法。概念被理解应体现在学习者能将其与真实的客观世界联系起来。在阅读了大量国内外相关文献的基础之上，对国内外有关学生对物理概念理解的研究从方法、内容上有了一个较全面的了解，并在文中介绍有关概念理解的一些研究。一年多来，在广西区内儿所学校对近八百名初中生、高中生和大学生进行调查，通过问卷诊断测试和个人访谈相结合的方法，调查学生对一些物理概念的理解。内容涉及动力学、直流电路和机械波中的基本概念。从中获得了大量的第一手材料，并真实地了解到学生在学习物理前后对物理概念理解的诸多表现，发现学生在一些物理概念的理解上存在不少问题。具体表现在：学生对力和运动的关系、重力和平衡、作用力与反作用力存在一些误解；对直流电路，不同年龄的学生不同程度地存在电流消耗、碰撞电流、恒定电流源等观念，而且对电学概念的理解缺乏宏观与微观的联系；学生在机械波的传播、波速、波的叠加上存在严重的困难，对于机械波的传播学生不能区分初始条件和媒质特性，并错误地将动力学某些观念与机械波进行类比。研究证实了前概念的顽固性和普遍性，它影响着学生接受科学的概念。在分析和归纳了在这些内容中学生持有的不同的错误概念的基础之上，剖析错误概念产生的原因：首先来自学生的日常经验，与一种朴素的世界观相类似，不容易改变，此外学习中如果学生将新概念与原有的观念不适当地相联系，就会产生错误概念。文中归纳了不同年龄层次的学生对概念理解的情况，这是一个发展的过程。最后对物理概念教学进行讨论和提出建议，认为要重视、了解学生的前概念，在概念教学中使用类比要适当，加强学生定性分析的能力，并强调概念学习应建立在学生主动建构的基础之上。
One of the important factors that influence the physics study is the knowledge which the students have already had before they accepted formal education. Over the last twenty years, the research on students' understanding of physics concepts is a major topic of international physics education. Up to now, researches have proved that students come to introductory physics course with their own comprehension about physics phenomena through their own observation, experience and consideration. The students' beliefs, which are incompatible with most scientific theory, are labeled as "preconception" or "alternative conception", which constitute obstacles to subsequent learning.
The present research is carried out in combination with disciplinary education under the guidance of relative theory of pedagogical psychology in one specif c domain. Our propose is to diagnose the students' difficulty in some basic physics concepts by clinical interview and diagnosis test. We try to induce and analyze the situations of students' conceptual understanding at different ages, to analyze why the misconceptions came into being, to give some discussion and suggestions to the teaching of the physics concepts so as to offer some basic work for the reform of the physics instruction. Firstly, some theories of pedagogical psychology related to the learning of physics concepts are to be analyzed, and some terms related to conceptual comprehension defined. We believe that the criterion for the understanding of concepts is that students can relate the concepts with the real world. On the basis of a lot of related literatures at home and abroad, we obtain an all-round acquaintance about the content and met
hodology concerning the research of students' conceptual understanding in physics and an overview of the research on the conceptual
understanding is given in the thesis. In the past year, we have investigated almost eight hundreds students in middle schools and universities in Guangxi in order to make sense of students' understanding of some physics concept. The major methods are diagnosis text and individual interview in research. The content of the investigation concerns basic concepts in mechanics, DC circuit and mechanical waves. Thus we gain a great deal of first-hand material and get to know various demonstrations of students' understanding of concepts before and after the students learn physical knowledge, and we find that students have difficulty in understanding some physics concepts. The research shows that students misunderstand the relation between force and motion. gravity and action/reaction; that in DC circuit, students of different age groups have the belief of "consumption of current", "clashing currents" and "the battery as a constant current generator"; that in understanding the concepts of electricity students lack th
e knowledge of relating the micro with the macro; and that students have serious difficulties in understanding the propagation of mechanics wave, the speed of wave and superposition, and do not make a distinction between the initial conditions and the medium properties of the system. We find that students inappropriately use the belief of dynamics when answering questions about wave. The research proves that the preconception is stubborn and immanent, and that it influences the learning of scientific concepts. On the basis of this situation, we analyze and generalize the misconception in these contents which the students of different grades have, ard pursue the causes. The misconception originates mainly from intuition and experience of daily life, which is similar to a simple outlook of the world that is difficult to change, another cause may come from the incorrect relationship between the new concept ard the previous belief in learning physics,. This thesis induces that the situation of students' conceptu
al understanding at different ages is development course. At last, a discussion of teaching physical concepts is given and suggestions are made. We thirk that preconception should be taken into
本研究是在教育学心理学有关理论指导下结合学科教育中一个具体的领域进行的。研究试图通过临床谈话、问卷测试等形式诊断分析学生在一些物理基本概念上理解的困难，归纳不同年龄层次概念理解的情况，分析为什么会产生这些错误概念，并对概念教学进行讨论和提出建议，为物理教学改革做一些基础性的工作。论文首先分析了与物理概念学习有关的教育学心理学理论，就与概念理解有关的名词进行了说明并阐述了自己对理解标准的看法。概念被理解应体现在学习者能将其与真实的客观世界联系起来。在阅读了大量国内外相关文献的基础之上，对国内外有关学生对物理概念理解的研究从方法、内容上有了一个较全面的了解，并在文中介绍有关概念理解的一些研究。一年多来，在广西区内儿所学校对近八百名初中生、高中生和大学生进行调查，通过问卷诊断测试和个人访谈相结合的方法，调查学生对一些物理概念的理解。内容涉及动力学、直流电路和机械波中的基本概念。从中获得了大量的第一手材料，并真实地了解到学生在学习物理前后对物理概念理解的诸多表现，发现学生在一些物理概念的理解上存在不少问题。具体表现在：学生对力和运动的关系、重力和平衡、作用力与反作用力存在一些误解；对直流电路，不同年龄的学生不同程度地存在电流消耗、碰撞电流、恒定电流源等观念，而且对电学概念的理解缺乏宏观与微观的联系；学生在机械波的传播、波速、波的叠加上存在严重的困难，对于机械波的传播学生不能区分初始条件和媒质特性，并错误地将动力学某些观念与机械波进行类比。研究证实了前概念的顽固性和普遍性，它影响着学生接受科学的概念。在分析和归纳了在这些内容中学生持有的不同的错误概念的基础之上，剖析错误概念产生的原因：首先来自学生的日常经验，与一种朴素的世界观相类似，不容易改变，此外学习中如果学生将新概念与原有的观念不适当地相联系，就会产生错误概念。文中归纳了不同年龄层次的学生对概念理解的情况，这是一个发展的过程。最后对物理概念教学进行讨论和提出建议，认为要重视、了解学生的前概念，在概念教学中使用类比要适当，加强学生定性分析的能力，并强调概念学习应建立在学生主动建构的基础之上。
One of the important factors that influence the physics study is the knowledge which the students have already had before they accepted formal education. Over the last twenty years, the research on students' understanding of physics concepts is a major topic of international physics education. Up to now, researches have proved that students come to introductory physics course with their own comprehension about physics phenomena through their own observation, experience and consideration. The students' beliefs, which are incompatible with most scientific theory, are labeled as "preconception" or "alternative conception", which constitute obstacles to subsequent learning.
The present research is carried out in combination with disciplinary education under the guidance of relative theory of pedagogical psychology in one specif c domain. Our propose is to diagnose the students' difficulty in some basic physics concepts by clinical interview and diagnosis test. We try to induce and analyze the situations of students' conceptual understanding at different ages, to analyze why the misconceptions came into being, to give some discussion and suggestions to the teaching of the physics concepts so as to offer some basic work for the reform of the physics instruction. Firstly, some theories of pedagogical psychology related to the learning of physics concepts are to be analyzed, and some terms related to conceptual comprehension defined. We believe that the criterion for the understanding of concepts is that students can relate the concepts with the real world. On the basis of a lot of related literatures at home and abroad, we obtain an all-round acquaintance about the content and met
hodology concerning the research of students' conceptual understanding in physics and an overview of the research on the conceptual
understanding is given in the thesis. In the past year, we have investigated almost eight hundreds students in middle schools and universities in Guangxi in order to make sense of students' understanding of some physics concept. The major methods are diagnosis text and individual interview in research. The content of the investigation concerns basic concepts in mechanics, DC circuit and mechanical waves. Thus we gain a great deal of first-hand material and get to know various demonstrations of students' understanding of concepts before and after the students learn physical knowledge, and we find that students have difficulty in understanding some physics concepts. The research shows that students misunderstand the relation between force and motion. gravity and action/reaction; that in DC circuit, students of different age groups have the belief of "consumption of current", "clashing currents" and "the battery as a constant current generator"; that in understanding the concepts of electricity students lack th
e knowledge of relating the micro with the macro; and that students have serious difficulties in understanding the propagation of mechanics wave, the speed of wave and superposition, and do not make a distinction between the initial conditions and the medium properties of the system. We find that students inappropriately use the belief of dynamics when answering questions about wave. The research proves that the preconception is stubborn and immanent, and that it influences the learning of scientific concepts. On the basis of this situation, we analyze and generalize the misconception in these contents which the students of different grades have, ard pursue the causes. The misconception originates mainly from intuition and experience of daily life, which is similar to a simple outlook of the world that is difficult to change, another cause may come from the incorrect relationship between the new concept ard the previous belief in learning physics,. This thesis induces that the situation of students' conceptu
al understanding at different ages is development course. At last, a discussion of teaching physical concepts is given and suggestions are made. We thirk that preconception should be taken into
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79 G.J.Posner, K.A.Strike,P.W. Hewson and W.A.Gertozog, "Accommodation of a scientific conception: Toward a theory of conceptual change", Sci. Educ.66:2,211-227(1982)
80、阎康年，《牛顿的科学发现和科学思想》，湖南教育出版社 1989年12月第一版
81、吴明隆，《SPSS统计应用实务》，中国铁道出版社 2000年9月第一版
82、L．C．McDermott，宣桂鑫、张治国摘译，“定性推理中的思维障碍举隅”，物理教师1993年第10期
83、P.Cohen, B. Eylon and U.Ganiel, "Potential difference and current in simple electric circuits: A study of students' concepts", Am. J. Phys, 51,407-412(1983)
84、施良方，《学习论》，人民教育出版社 1994年5月第1版P270-280
85、宣树德，“关于中学生在物理学习中前概念的研究”，物理通报1999年第4期
86、L.C.McDermott，诸长生译，“力学概念的理解”，物理教学1985年第5期
87、张淑俊，“建构主义与前概念研究及对策”，99ICPT会议交流论文
88、郭平生，“大学力学的相异构想”，广西师范大学学报(自然科学版)1993年第4期
89、林崇德，《思维发展心理学》，北京师范大学出版社 1986年4月第1版
90、李忠，《物理学概念教学研究》，湖南教育出版社 2000年4月第1版
2 曲亮生、郭玉英，“国外物理教育工作者关于物理概念教学的研究”学科教育 1999年第6期
3 罗星凯、周中权，“学生头脑中的前科学概念研究”，江西师大学报(自)1991年第4期
4 王磊等编译，《科学学习心理学》，海南出版社 2000年4月第1版P65-66
5 D.K.Nachtigall著，罗星凯译，“规范与前概念”，物理通报1997年第六期
6 I.A.Halloun and D. Hestenes,"Common-sense concepts about motion", Am J. Phys, 53, 1056-1065(1985)
7 廖伯琴、黄希庭、范伟，“朴素表征影响物理问题解决的研究”，西南师大学报 1997年第6期
8 潘菽，《教育心理学》，人民教育出版社 1983年7月第2版 P100-102
9 阎金铎主编，《物理学习论》，广西教育出版社 1996年12月第1版 P267-276
10 D, E. Trowbridge and L.C.McDermott"Investigation of student understanding of the concept of velocity in one dimension", Am J. Phys, 48, 1020-1028(1980)
11 皮亚杰、英海尔德著，《儿童心理学》商务印书馆 1980年5月第一版
12 维果斯基，《思维与语言》，浙江教育出版社 1997年9月第1版P97-98
13 陈琦、张建伟，“建构主义学习观要义评析”，华东师大学报(教)1998年第1期
14 高文、“建构主义学习的特征”，外国教育资料 1999年第1期
15 吴增强，《学习心理辅导》，上海教育出版社 2000年8月第1版 P64-71
16 皮亚杰，《皮亚杰教育论著选》，人民教育出版社 1990年12月第1版 P10
17 方格、刘范，“儿童对物体运动速度的认知发展(上、下)”，心理学报 1981年第1、3期
18 D,E.Trowbridge and L.C.McDermott "Investigation n of student understanding of the concept of acceleration in one dimension", Am. J. Phys, 49,242-253(1981)
19 L.C.McDermott,M.L.Rosenquist and E.H.van Zee, "Student difficulties in connecting graphs and physics: Examples form kinematics", Am. J. Phys, 55,503-513(1987)
20 J.Bowden,G,Dall'Alba等"Displacement, Velocity and frames of reference: Phenomenographic studies of students'understanding and some implications for teaching and assessment", Am. J.Phys,60,262-269 (1992)
21 R.J.Beichner "Testing student interpretation of kinematics graphs", Am J.Phys. 62, 750-762(1994)
22 R.K.Thornton and D.R.Sokoloff, "Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the evaluation of active laboratory and lecture curricula", Am.J.Phys.66, 338-352(1998)
23 张军朋、冯志芳，“高中学生对运动学图象理解的研究”，物理教学 2001年第2期
24 孟秀兰，“力和运动部分误概念分析与研究”，国际物理教育通迅 1999第5期
25 A. Champagne, L. Klopfer and J. Anderson "Factors influencing the learning of classical mechanics", Am. J. Phys, 48, 1074-1079(1980)
26 J. Clement "Students' preconceptions in introductory mechanics", Am. J. Phys. 50, 66-71(1982)
27 吴庆麟，《认知发展心理学》，上海科学技术出版社，P100-108，P357-370
28 张庆林，《当代认知心理学在教学中的应用》，西南师大出版社 P379-386
29 Igal Galili and Varda Bar "Motion implies force: Where to expect vestiges of the misconception?" Int. J. Sci. Educ, 14, 63-81(1992)
30 R.Trumper "A cross-college age study about physics students' conceptions of three in pre-service training for high school teachers", Phys. Educ. 31: 4, 227-236(1996)
31 A. Caramazza, M. McCloskey and B.Green, "Naive beliefs in 'sophisticated' subjects: Misconceptions about trajectories of objects", Cognition 9,117-123(1981)
32 R.F. Gunstone and R. White,"Understanding of gravity", Sci. Educ,65,291-299(1981)
33 R.F. Gunstone,"Student understanding in mechanics: A large population survey", Am. J. Phys, 55,503-513(1987)
34 L.C.McDermott, P.S.Shaffer, and M.D.Somers, "Research ad a guide for teaching introductory mechanics:An illustration in the context of the Atwood's machine", Am. J. Phys, 62,46-55(1994)
35 R.A.Lawson and L.C.McDermott, "Student understanding of the work-energy and impulse-momentum theorems", Am. J. Phys, 55, 811-817(1987)
36 T. Graham and J.Berry, "A hierachical model of the development of student understanding of momentum", Int. J.Sci. Educ 18:1,75-89(1996)
37 S. Panse, J.Ramada, and A.Kuma, "Alternative conception in Galilean relativity: distance, time, energy and laws", Int. J.Sci. Educ, 16: 1,63-82(1994)
38 D. Hestenes, M. Wells, and G. Swackhamer,"Force Concept Inventory" Phys. Teach 30,141-158(1992) "A Mechanics Baseline Test", Phys. Teach, 30, 159-166(1992)
39 D.Huffman and P.heller, "What dose the force concept inventory actually measure?", Phys.Teach.33, 138-143(1995)
40 P. Heller and D.Huffman, "Interpreting the Force Concept Inventory:A reply to Hestenes and Halloun", Phys.Teach.33, 502-511(1995)
41 R.K.Thornton and K.R.Sololoff, "Assessing student learning of Newton's laws: The Force and Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula", Am. J.hys, 66,338-352(1998)
42 曲亮生、郭玉英，“认识我们的教师与学生—学生对基本物理概念的理解及对物理课程的期望”，ICPT99年会议交流论文
43 王盛军、任德强，“力的概念误解的研究”，学科教育 1996年第6期
44 胡正元等，“学生对力学现象的误解及其矫正”，中学物理教学参考 1998年第9期
45 Andr e. Tiberghicn, E. Leonard. Jossem, Jorge barojas 《Connecting Research in Physics Education》 chapter 3, Published by The International Commission on Physics Education
46 L.C.McDermott and P.S.Shaffer, "Research as a guide for curriculum development: An example from introductory electricity Part 1: Investigation of student understanding", Am. J.Phys,60, 991-1003(1992)
47 J.J.Dupin and S.Johsua, "Conceptions of French pupils concerning electric circuits: structure and evolution", J.Res. Sci.Teach.24:9,791-806(1987)
48 陆慧英著，沈珊译，“电路理论学习中的障碍”，物理教学 1992年第11期
49 广西师大物理教育研究所翻译资料“The Children's Ideas in Science”
50 A. Mtioui, C.Brassard, J.Levasseur, and M.Lavoie, "The persistence of students' unfounded belief about electrical circuits: The case of Ohm's laws, Int. J.Sci. Educ, 18:193-212(1996)
51 孟秀兰，鲁增贤，“中美高中生电路相异构想之比较研究”，河北师大学报(教)2000年第
52 C.Guraswamy, M.D. Somers, and R.G.Hussey, "Students' understanding of the transfer of charge between conductors", Phys. Educ.32:2,91,96(1996)
53 S.Rainson, G.Transtomer and L.Viennot, "Students' understanding of superposition of electric fields,", Am.J.Phys1026-1032 (1994)
54 B.S.Eylon and U.Ganiel, "Macro-micro relationships: the missing link between electrostatics
and electrodynamics in student reasoning", Int. J.Sci. Educ. 12:1,79-94(1990)
55 L. Maurines, "Spontaneous reasoning on the propagation of visible mechanical signals" Int.J. Sci. Educ, 14, 279-293(1992)
56 C.J.Linder G.L.Erickson, "A study of tertiary physics students' conceptualization of sound', Int. J. Sci. Educ, 11,491-501(I989)
57 C.J.Linder, "University physics students' conceptualizations of factors affecting the speed of sound propagation", Int. J. Sci. Educ, 15,655-662(1993)
58 M.C.Wittmann, R N. Steinberg, and E .F. Redish, "Making Sense of How Students Make Sense of Mechanical Waves", Phy. Teach, Vol37, jan ,15-21(1999)翻译稿见 国际物理教育通迅 1999年11期
59 M.C.Wittmann 论文, "Making Sense of How Students Come to an understanding of Physics: An Example form Mechanical Waves",下载自http://www2.physics.umd.edu/～Winmann/research/
60 张喜荣、王绍符、王兆民，“前概念对光学启蒙教育影响的调杏研究”，保定师专学报 2000年第2期
61 向义和，《大学物理导论—物理学的理论与方法、历史与前沿》，清华大学出版社 1999年2月第1版 P166
62 S.Bendall, I.Galili and F. Goldberg, "prospective elementary school teachers' prior knowledge about light", J. Res. Sci. Teach30:9,1169-1187(1993)
63 K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L.C.McDermott, "Development and assessment of a research-base tutorial on light and shadow",Am. J.Phys, 66, 906-913(1998)
64 F.M.Goldberg and L.C.McDermott, "Student difficulties in understanding image formation by a plane mirror", Phys. Teach.24, 472-480(1986)
65 F.M.Goldberg and L.C.McDermott, "An investigation of student understanding of the real image formed by a converging lens or concave mirror", Am. J. Phys, 55,108-119(1987)
66 I.Galili,S.Bendall and F. Goldberg, "The effects of prior knowledge and instruction on understanding image formation", J.Res. Sci.Teach30: 3, 271-301 (1993)
67 B.S.Ambrose, P.S.Shaffer, R.N.Steinberg, and L.C.McDermott, "An investigation of student understanding of single-slit diffraction and double-slit interference", Am. J.Phys, 67, 145-155,(1999)
68 弗．卡约里，戴念祖译，《物理学史》1981年9月第一版 P18-19．P118-119，P193-196
69 Sofia Kesidou and Reinders Duit, "Students' Conceptions of the Second Law of Thermodynamics—An Interpretive Study", J.Res. Sci.Teach30: 1,85-106(1993)
70 Mike Arnold, Bradford, and Robin Millar, "Children's and lay adult'views about thermal equilibrium", Int. J. Sci. Educ, 16,405-419,(1994)
71 P.H.van Roon,H.F. van Sprang and A.H.Verdonk, "Work and Heat: on a road towards thermodynamics", Int. J. Sci. Educ, 16,131-144,(1994)
72 L.C. McDermott, E. F. Readish, "Resource Letter PER-1: Physics Education Research", Am.J.Phys. Vol67, No9, (1999)
73 E. F. Readish，徐旭玲、李科敏、刘慧译，“运用物理教育研究成果和方法诊断学生的学习困难”，物理通报2000年第2期
74 郭奕玲，物理学史，清华大学出版社 1993年7月，P8
75 张厚粲，《心理与教育统计学》，北京师范大学出版社 1993年12月第2版 P337-350
76 梁灿彬，《电磁学》高等教育出版社 P195-120，程守洙、江之水主编《普通物理学》高等教育出版社第五版第2册 P169-174
77 杜功焕、朱哲民、龚秀芬，《声学基础》上下册，清华大学试用教材 P167-171
78 L. C.McDermott, "Millikan Lecture 1990: What we teach and what is learned-Closing the gap", Am. J. Phys, 59,301-315(1991)
79 G.J.Posner, K.A.Strike,P.W. Hewson and W.A.Gertozog, "Accommodation of a scientific conception: Toward a theory of conceptual change", Sci. Educ.66:2,211-227(1982)
80、阎康年，《牛顿的科学发现和科学思想》，湖南教育出版社 1989年12月第一版
81、吴明隆，《SPSS统计应用实务》，中国铁道出版社 2000年9月第一版
82、L．C．McDermott，宣桂鑫、张治国摘译，“定性推理中的思维障碍举隅”，物理教师1993年第10期
83、P.Cohen, B. Eylon and U.Ganiel, "Potential difference and current in simple electric circuits: A study of students' concepts", Am. J. Phys, 51,407-412(1983)
84、施良方，《学习论》，人民教育出版社 1994年5月第1版P270-280
85、宣树德，“关于中学生在物理学习中前概念的研究”，物理通报1999年第4期
86、L.C.McDermott，诸长生译，“力学概念的理解”，物理教学1985年第5期
87、张淑俊，“建构主义与前概念研究及对策”，99ICPT会议交流论文
88、郭平生，“大学力学的相异构想”，广西师范大学学报(自然科学版)1993年第4期
89、林崇德，《思维发展心理学》，北京师范大学出版社 1986年4月第1版
90、李忠，《物理学概念教学研究》，湖南教育出版社 2000年4月第1版