CAJ | 학술논문

本实验借助假设检验模型对学生在习得条件下生物学概念形成过程进行探究，实验结果表明：1、学生生物学概念的形成存在高起点、缓增长、平台振荡的特点，没有突破现象；2、探究教学更有利于概念的形成，尤其利于发掘学生后程的学习潜力；3、学生对概念的掌握可能存在一个统计学意义上的阈值，相同条件下探究教学比讲授法较更利于学生达到该阈值。
본실험차조가설검험모형대학생재습득조건하생물학개념형성과정진행탐구，실험결과표명：1、학생생물학개념적형성존재고기점、완증장、평태진탕적특점，몰유돌파현상；2、탐구교학경유리우개념적형성，우기리우발굴학생후정적학습잠력；3、학생대개념적장악가능존재일개통계학의의상적역치，상동조건하탐구교학비강수법교경리우학생체도해역치。
This experiment explored the formation of biological concept under the condition of learning the means of the hypothesis testing model. The results suggest： First, the formation of biological concept under the condition of learning is charaderized by a high starting point, a slow growth and a on-plateau oscillation without the phenomena of mutative process; Second, the inquiring model is more efficient for concept learning; Third, there may be a threshold for the concept learning.