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对话学习模式由“与自我对话、与客体对话、与他人对话”三个要素组成。运用对话学习模式对小学4年级学生水的气化概念的形成进行干预,发现它能有效促进学生对科学概念本质的理解,大幅度提高学生概念的转化率。对话学习模式中的自我对话加深了学生对认知对象关键现象及属性的理解,促进了学生新旧知识的相互作用;与客体的对话常常让学生产生认知失衡,激起了学生认知重构的欲望;而同伴之间的互动与对话能让学生找寻对认知失衡的解释,并将互动经验内化为自己的知识,产生了真正意义的学习。
The model of dialogue learning consists of three elements: dialogue with the object, dialogue with the object and dialogue with others. Using the dialogue learning model to intervene in the formation of the concept of gasification in the fourth grade of primary school students, we found that it can effectively promote students ’understanding of the nature of the concept of science and greatly improve the conversion rate of students’ concepts. Self-dialogue in dialogue learning mode deepens students’ understanding of the key phenomena and attributes of cognitive objects and promotes the interaction between new and old students. Dialogue with objects often leads to students’ cognitive imbalance, which arouse students’ cognitive reconstruction ; And the interaction and dialogue between companions allows students to find out the explanation of cognitive imbalance, and internalize interactive experience as their own knowledge, resulting in a real sense of learning.