An Empirical Study On The Teaching Of Pre-optical Concept Survey And Concept Transformation Of Fourth Grade Students

Primary school is an important stage in cultivating students 'scientific concepts and plays an important role in the scientific enlightenment of students.Ministry of Education issued the "Compulsory Primary School Science Curriculum Standard"(2017 Edition)(abbreviated as "Standard"),which proposed 18 related scientific concepts for the four areas of primary school science curriculum content: physical science,life science,earth and cosmic science,technology and engineering.Learning requirements,has the instruction function to our country elementary school science curriculum teaching.However,due to the rapid development of science and technology,in the era of information explosion,students are increasingly influenced by books,mobile phones,computers,etc.,causing them to have their own understanding of relevant knowledge before they learn scientific concepts.This kind of pre-concept has brought a certain influence to the teacher's related teaching.It is of great significance to understand the students 'pre-concept and carry out targeted teaching.Material science,an important field of basic natural science,mainly studies the laws of matter and its motion and change,and "light" is one of the most common substances in life.Understanding that light is an expression of energy,that light contains different colors of light,and that the direction of light travel changes when it encounters different substances is one of the basic requirements in the field of learning material science,However,influenced by existing cognitive concepts,students have their own pre-conceptual cognition of "light" before learning,which has a certain impact on the teaching of the optical part.From the angle of concept change,this paper designs the teaching module of Science in Qingdao Primary School,and makes an empirical study on the teaching effect of concept change with the sample of grade four students.The research work of this paper includes preliminary theoretical research,investigation of Students' pre-sample concepts,instructional design based on concept change and teaching effect test.First of all,the author defines the concepts of pre-science(pre-concept for short)and conceptual change based on literatureresearch,and draws relevant experience on the basis of the analysis of existing research and relevant cases.After analyzing the "standard",the teaching material,the teacher interview,the expert suggestion and so on,we have developed the pre-concept test tool.It can be divided into five types: generality,preconceptions,misattribution,legalism and incompetenceand carried on the reliability test to the questionnaire.Through the test and analysis to the student sample,it finds that pupils do have pre-concept problems.Classifies their pre-concept with reference to relevant texts and the actual situation of pre-test of pupils' concept,and puts forward specific teaching suggestions for different categories,referring to relevant theories and students' feedback,the design of science teaching in Primary School based on conceptual change was carried out.And then the empirical research was carried out in parallel classes,and the teaching effect was analyzed through relevant feedback.Finally,based on the research results,some teaching suggestions are put forward from the perspective of concept transformation:(1)Make use of survey tools reasonably,respect students' cognitive level and law of psychological development,fully understand students' pre-concept,and conduct teaching design on the basis of understanding and analysis of students' pre-concept.(2)In the process of teaching,we should pay attention to the creation of a specific situation.(3)The classroom teaching must adopt a variety of ways to combine,the question also must pay attention to accord with the student cognition level.