Action Research On The Teaching Of The Pre-current Concept Change Of The Fifth Grade Students

The concept is a tool for thinking and the junction point of knowledge.Before students enter the classroom,their minds are not blank.In fact,they have formed their own opinion about the objective world,which is the concepts of prescience or preconceptions.Thus,the important task of science education is to focus on the preconceptions and the transition of concept.It is not only an important research field of science education,but the key indicators to distinguish expert teachers and subject teachers.Currently,the research on the concept in China remained mostly on the exploration of students' preconceptions,the research is lack of conceptual change teaching and discipline-specific combination.Under the guidance of the theory of concept change,this study adopts literature analysis,questionnaire,interview survey and educational experiments and other methods.This research takes an action-oriented instruction research on the current preconceptions and the process of its transformation of class 3 grade 5 students from Nanjing M Primary School.Research found,the fifth grade students in the understanding of the current mainly have the following error concept:the current is an element of synthetic of electricity;the current is a kind of thing which can be burn.;the current is a kind of resource which is generated by friction.At the same time,the fifth grade students have the wrong concept or blurry concept about the knowledge of "current direction","current size" and "current conservation";There is no significant difference between the boys and girls of the five grades in understanding the current concept.Subsequently,this research combined current fifth grade and other related content to design conceptual change teaching strategies:"trigger cognitive conflict,teachers appropriate intervention","using the analogy strategy,promoting the concept of learning","the use of technology tools,construction of scientific concept".And teaching practice verifies the effectiveness of the various conceptual change teaching strategies.Based on this,teachers should pay attention to four aspects in the process of conceptual change teaching:(1)the students' preconceptions should be paid attention;(2)the characters of Students' expected learning results should be paid attention;(3)attach great importance to organize teaching activities by scientific concept;(4)attach great importance to the teaching strategy.Simultaneously,The theory basis of students' intelligence development should be the zone of proximal development,and instruction strategies should be selected based on corresponding instruction contents.