Research On An Instruction Model Of Applying Concept Map To Promote Conceptual Change

Concept is the basic meaning cell of thinking activity and the basic unit for organizing and constructing knowledge system. Therefore, concept teaching is the foundation of whole knowledge teaching system. It means that it is impossible for you to understand and master the knowledge essentially unless you master the concept involved and their relationship with each other. But a lot of teaching practices indicate that the status quo of concept teaching is dissatisfactory. One of the important reasons is that teachers ignore the students' pre-conception in their brains before the learning activity and just infuse scientific conception to the students pushily which not allow students to experience the conceptual change process from pre-conception to scientific conception truly.Conceptual change model was proposed by Posner in 1982. He pointed out that four conditions needed to be presented for conceptual change to occur: (a) There must be dissatisfaction with existing conceptions; (b) A new conception must be intelligible; (c) A new conception must appear initially plausible; (d) A new conception should suggest the possibility of a fruitful research program. On the other hand, concept map, devised by J.D. Novak in 1984, is a visible tool to organize concept system by map. With the popularization of computers and the internet, the use function and application field of concept map enhanced and expanded continuously. Now it is used widely in the Occident as an effective teaching strategy. Based on lots of teaching function of concept map related to conceptual change, this thesis tries to combine two and construct an instruction model of applying concept map to facilitate conceptual change.Focusing on how to make use of concept map to promote conceptual change, this thesis makes the following research:Firstly, collecting, trimming and introducing related literature about concept map and conceptual change. Then, combining concept map and conceptual change from three aspects: exploring students' pre-conception by concept map, promote conceptual change of students by concept map and evaluating concept learning of students by concept map, sequentially...