| Our nation’s new round of elementary education reform emphasizes the development of students’ scientific literacy.The implementation of scientific literacy requires a certain “grasp”,which can be reflected in the conceptual understanding of specific disciplines.In terms of Geography,learning and understanding geographic concepts is the prerequisite of cultivating the ability of geographical thinking and the important content of developing geographic key competence.However,students have ideated “misconception”,a conception against scientific cognition,before learning geographic conception systematically.It will impede students from comprehending correctly and building a complete subject concept system.Based on the awareness of the importance of geographic conceptions,this research applies Rasch measurement model to figure out students’ misconception of Moon.This thesis is mainly divided into seven parts,the arrangement is as follows:Chapter one is the introduction.Starting from the global background and actuality of scientific literacy,and combining it with the complexity of the concepts,this chapter proposes the purpose and significance of the research,summarizes the research methods,and clarifies the research ideas of this paper;Chapter two is the literature review.The research is to analyze the geographical misconception of current achievements of domestic and international development.so as to determine the research content and investigation direction of this paper;Chapter three is the introduction and summaries of the theoretical basis of misconception,which from two contexts,the perspective of the Conceptual learning theory and the educational measurement theory to support the theoretic basis of this research;Chapter four is the development and optimization of conceptual diagnostic tools,analysis of teaching values of Moon,and the first draft of two-tier diagnostic test to revise the quality of the text;Chapter five shows the investigation and analysis of students’ misconception.It Mainly includes formal testing quality analysis tools,analysis of junior students’ answer towards various projects and their differences in Moon misconception amongdifferent grades and genders.When confirming the data to find out the juniors’ 30 Moon misconceptions,it is easy to conclude the different forms of thinking of the moon forms in different grades,as well as the significance of the differences;Chapter six is collating the characteristics and forming causes of Moon misconception to put forward the concept-changing strategies and suggestions according to observation,assignment diagnosis and individual interviews and so on;Chapter seven is the conclusion and prospect.Two-tier diagnostic test tailored in this research is effective.It can evaluate the distribution of junior students’ Moon misconception with Rasch model in the diagnosis of concept and the specific forms.Teachers’ teaching intervention has an impact on the students,reveal the characteristic that students in different grades have different understanding level,and contribute to the truth that teachers’ work is meaningful.Based on this,this chapter makes a simple cause of discussion and strategy analysis.Finally,the seventh part of this paper reflects on the shortcomings of this study and looks into the future. |
