漢字的詞素影響科學概念的學習

中文字在字形、字義、構詞、詞義上含有豐富的認知元素。以中文學習科學，能啟發學生思維，但學生在學習過程中或會產生另類的概念。本研究訪問30位小六學生，選出12個可能產生“另有概念”的辭彙並加以探討，以瞭解中文與學生學習科學概念的影響。本研究可得出以下結論：一是構詞的定義影響學生去理解動物的屬性，同時也會造成錯誤的理解；二是對於動物的認知，例如外形，生活狀況，吃的食物等，能用中文來描述，而且描述的內容十分豐富，換句話說，如果要求不是在種類或屬性上面，學生通過聽來的，看過的知識和認知經驗，其實受中文的影響準確性也頗高；二是由於研究的方法從字詞的結構如部首引導學生的思考方向，因此學生從文字推敲出科學的概念；四是學生對不太熟悉的科學字詞，往往是通過他的認知經驗去建構科學概念。
Chinese words possess rich cognitive elements in its shapes, structures and meanings. Learning science with Chinese medium can stimulate students’ thinking. This may help them to build up scientific concepts, or may also lead to the development of alternative conceptions. The researchers interviewed 30 primary 6 students, and identified and discussed 12 science terms in Chinese which may lead to the development of alternative conceptions to understand the influence of Chinese on students’ understanding of scientific concepts.Four implications can be derived from the results of this paper. Firstly, the meanings of structural morphemes influence the development of students’ conceptions related to the classification of animals, and may result in misconceptions. Secondly, Chinese can be used to richly describe the characteristics of an animal, such as its appearance, living conditions, feeding habits ...etc, In other words, if scientific concepts such as classification are not involved, students can learn and interpret their experience accurately using Chinese, both in written form or verbally. Thirdly, when the students in this study were asked to observe the structure of the Chinese characters e.g. the radicals, they would derive the scientific concepts from the words only. Finally, students’ cognitive experience may help them to build understanding of new or unknown scientific terms. Copyright © 2008 北京師範大學.