CAJ | 학술논문

概念教学在所有课程的教学中占据着重要的地位，是西方教育心理学界研究十分繁荣的一个领域。然而，我国概念教学在理论研究和教学实践中存在的问题由来已久，新课程以来更是出现了虚化“知识教学”、淡化“概念教学”的问题。本文通过介绍国外概念教学研究中关于正反例的研究，尤其是坦尼森（Tennyson）概念教学模式及马飞龙（Marton）的变易理论（Variation theory），指出基于匹配、差异和由简到难三个原则合理组织起来的正反例能够有效地帮助学生掌握概念，并建议加强正反例在我国概念教学中的研究与应用。
개념교학재소유과정적교학중점거착중요적지위，시서방교육심이학계연구십분번영적일개영역。연이，아국개념교학재이론연구화교학실천중존재적문제유래이구，신과정이래경시출현료허화“지식교학”、담화“개념교학”적문제。본문통과개소국외개념교학연구중관우정반례적연구，우기시탄니삼（Tennyson）개념교학모식급마비룡（Marton）적변역이론（Variation theory），지출기우필배、차이화유간도난삼개원칙합리조직기래적정반례능구유효지방조학생장악개념，병건의가강정반례재아국개념교학중적연구여응용。
Concept teaching is crucial in all kinds of curriculum and has flourished in the field of western educational psychology. However, in China, problems about concept teaching in terms of theory and practice exist for a long history. Particularly, the importance of knowledge and concept teaching has been overlooked since the implement of new curriculum. This article introduces studies about effectiveness of positive and negative examples in concept teaching, especially the Tennyson concept teaching model and Variation theory by Marton. The author points out that positive and negative examples designed according to principles of match, divergency, and easy-to-difficult can largely enhance students＇ concept learning and proposes that research about use of positive and negative examples in concept teaching in China should be strengthened in future.