【作 者】：
王立新，钱扬义， 李言萍， 陈博殷， 梁宏宇
【关 键 词 】：
手持技术；认知建构主义；认知模型；温室效应
【栏 目】：
课程与教学
【中文摘要】：
理科教学中涉及很多抽象概念，学生无感性认识基础，在现有的认知发展水平上难以科学感知与建构这些概念。手持技术是一种先进的教育信息技术，能定量采集理科教学中的各种常见数据并呈现直观可视的曲线图像，将其作为认知工具有助于学生克服抽象概念学习中的认知难点。文章根据认知建构主义学习理论，从心理学角度分析学习者如何借助手持技术实验进行抽象概念学习，首次提出“多重转化、比较建构”认知模型，该模型认为手持技术支持下的概念学习是陌生概念到认知结构已有概念之间的转化，一般物质到具体物质之间的转化，定性认知到定量认知的转化，数据认知到图像认知的转化以及在比较参照中进行抽象概念建构等认知过程。并以“温室效应”概念学习为例，阐明该模型如何应用于教学实践，旨在丰富手持技术在概念认知领域的研究内容，并为教育信息化进程中科学有效开展基于手持技术的信息化概念教学提供参考依据。
【英文摘要】：
There are many abstract concepts in science teaching, and it is difficult for students to scientifically perceive and construct those concepts at the present cognitive level without certain perceptual knowledge. As an advanced educational information technology, handheld technology can quantitatively collect many kinds of data in science teaching and present a visual curve image, which can overcome the cognitive difficulties in abstract concepts learning. Based on the theory of cognitive constructivism, this paper analyzes the function of hand-held technology in promoting the construction of abstract concepts from the perspective of psychology, and first proposes "Multi-transformation and Comparative Construction" cognitive model, which believes that concept learning supported by handheld technology is a transformation from alien concepts to existing concepts of cognitive structure, from general material to concrete material,from qualitative cognition to quantitative cognition, from data cognition to image recognition and an abstract concept construction through comparisons. "Greenhouse Effect" concept learning is taken as an example to illustrate how to use this model in teaching practice. This paper aims to enrich the research content of information technology in the field of concept teaching, and provide references for developing effective digital concept teaching based on handheld technology in the process of educational informationization.