The Research On The Effects Of Teaching Model Of Science Imagery On Pupils' Concept Learning

Science is very important for achieving integration, humanities, innovation and practice, it is also one of methods to alleviate the learning-burden and enhance the learning-interest. Concept learning is the base of scientific education, so exploring an effective and universal teaching method which can promote the ability of concept learning becomes more and more important.Science imagery is the mental schemes which harmoniously include meaning and images that contact with scientific logic in cognitive activities, it comes through the thinking activities. Concept learning is the basic process of scientific cognition in which individuals can master the essential characters of congeneric things, it can be achieved by amalgamating the meaning and image. Their cognitive process is consistent, if the laws and characters of science imagery can be used in concept teaching, it may improve the pupils' concept learning. However, among the relevant research, the studies on theories and practices of science imagery were not very deep-going, they were short of specific definition and mental mechanism, most of them focused on theories and experiments made only in labs which can't harmoniously integrate with teaching; then, most of the studies on concept leaning focused on specific subjects and students of middle school and university, the methods of evaluation were not scientific; most of these studies thought of concept learning as the process of obtaining knowledge to develop the cognition, little research thought of it as the developmental process of cognition and combined it with science imagery.In theory, this research has explicated and developed the characters and meaning of science imagery, then discussed it's mental process; on the other hand, we have applied the developmental laws of science imagery in teaching activities and constructed the Teaching Model of Science Imagery(TMSI). In the experiment, we selected 4 classes which included 108 third graders and 102 fifth graders of an elementary school, each grade was randomly divided into experimental class and control class, then we used the TMSI to cultivate the experimental classes for a term, and observed the effects of TMSI on their concept learning. The reasonable factors of concept learning which are based on the teaching practice of New Curriculum were constructed, then designed the "Questionnaires on Concept Learning level" in accordance with the requirement of measurement. Each class was given two tests which used the questionnaires before and after experiment, the results are as follows:(1) The achievement of concept learning on experimental classes is significantly higher than control classes; the experimental class of the third grade reached or almost reached the level of control class of the fifth grade, especially on the accuracy of paraphrase and comprehension on concept relations, the level of experimental class of the third grade is significantly higher than control class of the fifth grade.(2) For academic overachievers, the mean level of concept learning is highest, the mean level of academic underachievers is lowest; on the span of meaning and image transfer, there is great difference between experimental classes and control classes among academic overachievers, but little difference among academic underachievers.(3) On the concept paraphrase, concept transfer and concept relations among subjects, the mean level of the fifth grade is significantly higher than the third grade.(4) On the correctness of paraphrase, span of image transfer, fluency of meaning transfer, width of meaning transfer and span of meaning transfer, the interaction between grades and experimental control is significant, the effect of TMSI on the fifth grade is stronger than that of the third grade.(5) On concept paraphrase and concept transfer, the concrete level is higher than abstract level.(6) On the fluency, width and span of concept transfer, the level of image transfer is significantly higher than meaning transfer.(7) On the image and meaning transfer, the level of fluency is highest and the span is lowest.(8) Multi-regression analysis and path analysis indicate that concept relations and concept transfer have direct effect on pupils' academic achievement level, concept paraphrase have indirect effect on pupils' academic achievement level, the concept learning factors that are constructed in this research have definite power of statistic prediction about academic achievement level.The value of this research is that it can enrich and develop the psychological theories and application, and can provide support for constructing education technology and school curriculum, it also can give strategies and ideas for develop and educate teachers, moreover, it has positive significance for the development of pupils' cognition and creative thinking. The innovation of this research is that we construct the TMSI, and put it into teaching experiment, at the same time, we construct the "Questionnaires on Concept Learning Level" which is suitable for the requirement of measurement.