论文标题
原型匹配：儿童偏爱形成科学概念
Prototype matching: children's preference for forming scientific concepts
论文作者
论文摘要
受示例课程的启发，本文研究并讨论了儿童在学习科学概念方面的偏好。在“溶解”一课中，其中一名学生对教师展示的“胭脂红溶解在水中”的示范实验是原型，以判断新现象是否属于溶解，而不是通过使用溶解定义来分析和判断现象。因此，我们提出了一个猜想，即“原型匹配”可能是儿童学习概念比通过询问实验，分析，演绎等思考的一种更喜欢的方式。为此，我们对160名五年级的学生（所有人都从北京的一所小学学习了这一课程）进行了针对性的测试，并从北京的一所课程中学习了这一课程，并使用了拟议中的良好测试来统计地分析结果。结果表明：1。一般结果的卡方是73.865，p <0.001，表明儿童确实具有明显的原型偏好。 2。我们“篡改”了一些原型，也就是说，它们看起来像老师告诉学生的原型，但实际上是错误的。但是，结果表明，儿童仍然更喜欢这些所谓的“原型”（Chi Square为21.823，p <0.001）。结论：1。儿童在科学概念学习中明显偏爱“原型匹配”，这不仅显然偏离了对科学教育的当前一般理解，强调了发现/询问构建，而且还指出了各种概念组织方式之间可能存在优先关系（例如定义理论，原型理论，schema理论等）。 2。儿童对原型的偏爱似乎是没有想象的，他们将无法确定原型的真实性，这在一线教学中特别值得注意。
Inspired by a sample lesson, this paper studies and discusses children's preferences in learning scientific concepts. In a "Dissolution" lesson, one of the students took the demonstration experiment of "carmine dissolves in Water" demonstrated by the teacher as the prototype to judge whether a new phenomenon belongs to dissolution, instead of analyzing and judging the phenomenon by using the dissolution definition. Therefore, we propose a conjecture that "prototype matching" may be a more preferred way for children to learn concepts than thinking through inquiry experiment, analysis, deduction, etc. To this end, we conducted a targeted test on 160 fifth grade students (all of whom had learned this lesson) from a primary school in Beijing, and used goodness of fit test to statistically analyze the results. The results showed that: 1. the Chi square of the general result is 73.865, P<0.001, indicating that children did have obvious prototype preference; 2. We "tampered" some of the prototypes, that is, they looked like the prototypes that the teacher had told students, but they were actually wrong. However, the results showed that children still preferred these so-called "prototypes" (chi square is 21.823, P<0.001). Conclusion: 1. Children have an obvious preference for "prototype matching" in scientific concept learning, which is not only obviously deviated from the current general understanding of science education that emphasizes discovery/inquiry construction, but also points out that there may be a priority relationship among various ways of concept organization (such as definition theory, prototype theory, schema theory, etc.). 2. Children's preference for prototypes seems to be unthinking, and they will not identify the authenticity of prototypes, which is particularly noteworthy in front-line teaching.
