概念轉變理論：本體論、元認知和動機的視角

概念轉變理論已經成為一種人們廣為接受的科學學習理論，對科學教育的實踐產生了廣泛而又深刻的影響。與此同時，其自身也經歷了一個從認識論範疇到本體論範疇、從認知層面到元認知層面、從理性過程到非理性過程這樣一個不斷豐富、發展的過程。文章在簡要介紹經典概念轉變理論的基礎上，重點討論了近年來學者從本體論、元認知和動機的視角對經典概念轉變理論的發展，同時指出這些新視角對概念轉變教學實踐的啟示：科學課教師在進行概念轉變教學的過程中，要仔細分析學生前概念與科學概念相關本體的差異，要讓學生意識到自己與前概念相關的經驗和相關概念生態圈，並需要關注學生動機的發展，從而為學生的概念學習創造一個良好的心理環境。
The conceptual change theory has become one of the well-accepted theories of scientific learning, which has had an extensive and profound impact on science education. At the same time, it has also experienced a process of continuous enrichment and development from epistemological category to ontological category, from cognitive level to metacognitive level, and from rational process to irrational process. On the basis of a brief review of the classical conceptual change theory, this paper discussed the development of this theory from ontological, metacognitive and motivation perspectives. At the same time, it points out the enlightenment of these new perspectives to the teaching practice of conceptual change. That is, in the process of conceptual change teaching, science teachers should carefully analyze the ontological differences between students’ pre-concept and scientific concept-related design, and make students aware of their experience related to pre-concept and related concept biosphere. In addition, teachers also need to pay attention to the development of students’ motivation, so as to create a good psychological environment for students’ concept learning. Copyright © 2021 成都大學.