摘要
跨学科概念是科学课程"整合"理念的重要体现,将跨学科概念融入学科课程是分科课程制度下的重要议题。能量是重要的跨学科概念,其贯穿宏观物质与微观粒子,是各种运动的量度。可以通过构建能量认识框架促进学生对这一概念的认识。能量认识框架可以用概念框架充当,可以追踪能量的流动,也可以根据认识发展理论等提出新的框架。能量认识框架的确定应该始终关注学科内容本体和学生认知特点。教师需要创设与日常生活相关的情境,设计难度不同的真实问题,引导学生建立适宜的认识框架,并要关注学生对概念理解的发展过程。
Crosscutting concept in science curriculum embodies the idea of integration. It’s an important topic to promote understanding of crosscutting concepts in divided curriculum. As a crosscutting concept, energy is considered as the capacity to do work at both macro and micro worlds. Cognitive frameworks are able to deepen students’ understanding of energy concept. Three cognitive frameworks(four characteristics of energy, tracing energy flow, a new framework based on the theory of cognitive development) are introduced in this paper. A good cognitive framework should combine discipline and cognition. Teachers are suggested to create more daily living contexts, to design meaningful tasks of variety types. Teachers should guide students to construct appropriate cognitive frameworks, and meanwhile pay close attention to stages and directions of understanding of energy.
作者
王维臻
王磊
WANG Wei-Zhen;WANG Lei(Curriculum and Teaching Materials Research Institute,People's Education Press,Beijing 100081,China;College of Chemistry,Beijing Normal University,Beijing 100875,China)
出处
《化学教育（中英文）》
CAS
北大核心
2020年第23期40-45,共6页
Chinese Journal of Chemical Education
关键词
能量
认识框架
跨学科概念
学科整合
energy
cognitive framework
crosscutting concepts
discipline integration
