CAJ | 학술논문

每一堂科学课都有学生需要掌握的科学概念，而学生在学习科学知识之前，脑海中早已存在有关这个知识的一些想法。这种在系统学习科学知识之前所具有的想法被人们称之为“前概念”。科学课上需要帮助学生建立的概念，要和学生原有的真实想法相互作用建立起联系。指出教师要充分了解学生的初始概念，并以此为基础，最大限度地明晰学生建构起科学概念的学习脉络与进程，其间为学生搭建适宜的脚手架，引导学生展开学习活动，直至科学概念的形成。以教科版《科学》六年级上册第三单元第一课“电和磁”为例，介绍了在教学中的一些做法。
매일당과학과도유학생수요장악적과학개념，이학생재학습과학지식지전，뇌해중조이존재유관저개지식적일사상법。저충재계통학습과학지식지전소구유적상법피인문칭지위“전개념”。과학과상수요방조학생건립적개념，요화학생원유적진실상법상호작용건립기련계。지출교사요충분료해학생적초시개념，병이차위기출，최대한도지명석학생건구기과학개념적학습맥락여진정，기간위학생탑건괄의적각수가，인도학생전개학습활동，직지과학개념적형성。이교과판《과학》륙년급상책제삼단원제일과“전화자”위례，개소료재교학중적일사주법。
In a science class,different new scientific concepts need to be transferred to students. Before this process, students have already had some ideas about the knowledge in their mind. People call the idea before the study of new scien-tific knowledge“preconception”. In science classes,therefore,teachers need to help students connect their original ideas about a scientific concept with the concept to be transferred. This paper argues that teachers should be fully aware of stu-dents’ initial ideas before conveying a new scientific concept and build a scaffolding which is suitable for students,and guide them to start learning activities until the new concept is formed. Taking an example of the lesson“Electricity and Mag-netism”in Unit 3 of Science(Educational Science Publishing House Edition)for 6th grade students,the author shared her methods in the paper.