前概念

The research proves that the preconception is stubborn and immanent, and that it influences the learning of scientific concepts.

研究证实了前概念的顽固性和普遍性，它影响着学生接受科学的概念。

Preconception has constituted one of the most important issues in recent physics education.

物理前概念教学的研究一直是中学物理教师非常关注并已成为国际物理教育研究的重要课题。

By the results of investigation, analyzing the traits and the reasons, some teaching method for changing the preconception is proposed.

根据调查分析的结果，分析了前概念的成因、特点，并提出了转变前概念的教学策略。

Then , after testing some senior 1 and senior 2 students from Nanjin Foreign School with FCI test tables,the dissertation concludes:﹡The differcences and similarity among the students'.﹡The presence of the preconcept in the students mind which affects the learning preconccept.﹡The latentness of the preconcept.﹡The similarity between the preconcept in the students'mind and the science history.﹡Preconcept and science concept coexist in students'mind.﹡The difficulty for the traditional teaching to change the preconcept.

然后，笔者用FCI测试量表对南京外国语学校的部分高一和高二学生进行了测试，通过访谈及对测试结果的分析，得出了如下结论：﹡学生的前概念具有个体性和一定的共性；﹡前概念广泛存在于学生头脑中，并严重影响物理概念的学习；﹡学生的前概念具有隐蔽性；﹡学生的前概念与科学发展史上的某些概念存在着相似性；﹡前概念与科学概念并存于学生的头脑中；﹡传统教学很难改变学生的前概念。

For that this table is extremely useful in the theoretical part of philosophy, and indeed is indispensable as supplying the complete plan of a whole science, so far as that science rests on a - priori concepts, and as dividing it systematically(2) according to P 116 determinate principles, is already evident from the fact that the table contains all the elementary concepts of the understanding in their completeness, nay, even the form of a system of them in the human understanding, and accordingly indicates B110 all the momenta of a projected speculative science, and even their order, as I have elsewhere* shown.

因为这个表在哲学的理论部分极其有用，而且在实际上，由于这表一方面就一种科学是以验前概念为依据而言，能提供全部科学的完整计划，另一方面又按照确定的原理，把这种科学加以系统地[22]划分，所以它又是不可缺少的。这可以从下面这个事实看得明白，即这表不仅包含有知性在其完整性上的一切基本概念，而且更包含着这些基本概念在人类知性里面的一个体系的形式，因而就指出所计划的思辨科学的一切节目，乃至指出这些节目的次序，如我在别处[23]所曾说明的那样。

Firstly, the dissertation summarises the teaching mode of"teaching for the conceptual change", including the following proceders:﹡The exploration of the preconcept.

笔者首先总结了国外&为概念转变而教&的教学模式，其主要教学过程包括：﹡前概念的探查；﹡认知冲突的创设；﹡前概念的转变。

The cognitive confict.﹡The change of preconcept. While summarizing the concept research abroard, the dissertation studies the teaching of Physics concepts in China and understands how the teachers instuct the Physics concepts in the classroom.﹡Basically indentifying the importance in teaching Physics concepts.﹡Knowing the existence of pre-concepts in the students'mind to some dgree.﹡Lacking the teaching methods to change pre-concepts in the students'mind.

笔者在总结国外概念研究的同时，也在关注国内的物理概念转变教学，并用问卷调查了07年江苏省物理新课程培训的一线物理教师，总结了一线教师对于物理概念转变教学的认识：﹡对于物理概念的教学重要性有一定的认识；﹡对于学生所具有的前概念有一定的了解；﹡对于学生前概念的转变缺乏科学的认识。

Preconceptions include scientistic conceptions and misconceptions, and those which are produced during the course of learning.

前概念中既包含科学概念，又包含错误概念，另外，在学生的学习过程中，同样还会产生新的科学概念和错误概念。

The course of education must be based on the pre-concepts in students' mind, and regards them as the essential growing point of engendering and gestating scientific concepts.

而从一定意义上说，科学教育的过程旨在最大限度地、卓有成效地将学生头脑中的前概念转变为科学概念。

According to Raven Standard Progressive Matrices, this research used the principle of purposive sampling to choose totally 12 students: 3 students from high learning achievements, 6 students from middle learning achievements, and 3 students from low learning achievements.

研究过程以学童的「光」概念学习之客观式纸笔测验前、后以及延宕后测成绩并佐以学童於教学前、中、后所绘制之概念图、晤谈资料等进行资料的三角检测与分析，以深入探究学童的「光」概念的概念学习。

The absorption and distribution of chromium were studied in ryeusing nutrient culture technique and pot experiment.

采用不同浓度K2CrO4(0，0.4，0.8和1.2 mmol/L)的Hoagland营养液处理黑麦幼苗，测定铬在黑麦体内的亚细胞分布、铬化学形态及不同部位的积累。

By analyzing theory foundation of mathematical morphology in the digital image processing, researching morphology arithmetic of the binary Image, discussing two basic forms for the least structure element: dilation and erosion.

通过分析数学形态学在图像中的理论基础，研究二值图像的形态分析算法，探讨最小结构元素的两种基本形态：膨胀和腐蚀；分析了数学形态学复杂算法的基本原理，把数学形态学的部分并行处理理念引入到家实际应用中。