An Investigation On The Concept Of "Cold And Heat" Element In Grade Four Students

Elementary science course is an important basic subject of students’ scientific enlightenment education, and its curriculum idea has been blended in the scientific classes, while emphasizing inquiry-based learning, easy to overlook student mastery of scientific concepts, this is why more and more scholars begin to focus on the concept learning of the students. Before students learn science concepts, most of them have a certain knowledge and understanding of these concepts, and these pre-existing knowledge and understanding are the preconcepts in the scientific study. Preconcept plays a very important role in students’science learning; if teachers can grasp students’ preconcepts, it will make teaching targeted, so as to better improve teaching effectiveness.The content of the "Cold and hot" unit belongs to the field of material science, as an important content of fourth-grade science for students in Jiangsu edition; it links closely to students’ daily lives. Based on this premise, conduct preconcept research on "Cold and hot" unit. This study combines literature analysis, questionnaire, interview and a variety of research methods, take fourth-grade students as research subjects, and "cold and hot" unit as the research content, make the two-stage diagnostic tests and questionnaires on the concepts of "cold and hot" unit to detect students’preconcepts. Attempt to generalize the characteristic of preconcept in the content of "cold and hot" unit in the fourth-grade students and analyze the reasons why students hold the preconcept.Through the data collation and analysis, I get the following conclusions:1. Through the investigation of students’ preconcept on "cold and hot" unit, we found that students are most likely to form a correct concept on the parts of hot and cold temperature parts:understand the hot and cold phenomenon, temperatures expression, the use of the thermometer and so on. Students may easily form a wrong preconcept in heat transfer, thermal expansion and contraction, heat absorption and cooling phenomenon, etc.2. Through the collation of survey data, analyze the reasons why students produce preconcept, and most of the preconcept come from the influence of daily life experience and literal thinking as well as imaginal thinking.3. In the "cold and hot" unit, in addition to having universality, spontaneity, refractoriness and common features, the preconcept has instantiation, resistance false compliant features.Based on the above research results, combined with the theoretical basis of conceptual change and the actual situation of teaching, put forward the policies which is in favor of the concept construction in the teaching process; (1) take full use of the graphical recording method in the teaching process; (2) the creation of the situation of the preconcept; (3) grasp the node of concept construction.