CAJ | 학술논문

　　课堂教学中出现的前概念是学生对现实生活现象所形成的经验型概念，应着力挖掘其教育价值。前概念大致可以分为：同化型前概念和异化型前概念。教师应该学会尊重学生，为前概念的教学，为之进行的新课标下的探究学习创造宽松的氛围；提出问题、提出猜想，让学生充分暴露前概念；制订计划，设计、观察实验，获取事实和证据，让前概念过渡到科学概念，进行更合适的建构；检验与评价，表达与交流，对前概念进行及时总结，面向全体学生。
　　과당교학중출현적전개념시학생대현실생활현상소형성적경험형개념，응착력알굴기교육개치。전개념대치가이분위：동화형전개념화이화형전개념。교사응해학회존중학생，위전개념적교학，위지진행적신과표하적탐구학습창조관송적분위；제출문제、제출시상，양학생충분폭로전개념；제정계화，설계、관찰실험，획취사실화증거，양전개념과도도과학개념，진행경합괄적건구；검험여평개，표체여교류，대전개념진행급시총결，면향전체학생。
Pre-concept in classroom teaching is the concept formed from real life experience by students, and its education value should be developed. Pre-concept can be roughly divided into assimilated pre-concept and alienated pre-concept. Teach-ers should learn to respect students and create easy atmosphere for inquiry learning under the new curriculum standard; Ques-tions and hypothesis should be proposed to make students fully expose pre-concept; Experiments are needed to get the facts and evidence, and make pre-concept transform to scientific concept;Evaluation is also important in this process.