This essay mainly deals with how to help junior and senior school students overcome their difficulties in their mechanic learning , as they have many pre - science conceptions and mistaken cognitions . guided by the educational psychology , we may try testing the students such ideas by diagnosis . so we can know the basical contents of the students pre - science conceptions and mistaken cognitions by comparing and analysing the testing results of junior grade two and three , senior grade one and two . the sources and characteristics of such ideas are summ arized . some ways of how to correct the mistaken cognitions are also presented . at the same time , it points out that pre - science conceptions are the students " spiritual wealth , teachers must change senses about this , value the students " ideas and be instructions , helpers and promoters in correcting the students " such mistaken conceptions 本文主要是针对初、高中学生学习力学的过程中，存在许多的与科学概念相异的前科学概念和错误认识，给物理教学带来了极大的困难。因此，试图在教育心理学理论的指导下，对学生产生这些想法采用诊断法进行测试，并通过对初二、初三、高一、高二测试结果进行对比分析得出了初中生、高中生中所存在的前科学概念和错误的基本内容，总结了它们的来源和基本特征，提出了纠正此类错误认识的措施和具体方法，同时指出前科学概念也是学生的精神财富，教师要改变观念，尊重学生，做纠正学生前科学错误概念的指导者、帮助者、促进者。
Thus we define the instructional model corresponding to the constructivism theory and constructive learning situation as : " student - centered , teachers are the organizer , the mentor , the helper , the promoter . they use the elements of learning situation such as the context , the collaboration and the conversation to give full play to the initiative , positivity and creativity of students , so that the students can construct the meaning of the knowledge they learned effectively 这样，我们就可以将与建构主义学习理论以及建构主义学习环境相适应的教学模式概括为： “以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。
The theory of constructivism emphasized that the learning activities were student centered and that students were not passive recipients of knowledge which was taught by teachers but active constructioners of information , on the other hand , teachers no longer served as pipelines and sought to transfer their thoughts and meanings to the passive students , they should change from the role of transmitters of knowledge into the role of helpers , organizers and promoters during the students " cognitive construction of knowledge 在研究儿童认知发展基础上产生的建构主义，不仅形成了全新的学习理论，也形成了全新的教学理论，建构主义理论强调以学生为中心，认为学生不是外部刺激的被动接受者和知识灌输对象，而是知识意义的主动建构者，认为教师不是知识的传授者、灌输者，而应当成为学生主动建构意义的帮助者、促进者。
The teaching mode of constructivism is a teaching mode of taking students as the principal part . in the whole teaching course , teachers act as the role of an organizer , instructor , helper , adviser and take advantage of those learning environmental factors ( background , cooperation , conversation ) to bring into play students " enthusiasm , initiative and originality , and finally reach the goal of making students construct the meaning of their current acquired knowledge efficiently 建构主义教学模式是一种以学生为中心的主体性教学模式，在整个教学过程中教师起组织者、指导者、帮助者和促进者的作用，并且利用情景、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。
The goal of research study in high school focuses on cultivating creative spirit and practical ability , so it is rather difficult and impossible for all the students to reach the same invention result of their research study and even creative standard . to a certain extent , it is a break through for study method and is more facorable to the cultivation of cooperative consciousness and active initative power . in the process of carrying out the research study , the teacher ' s role is to be changedno longer the original image but adviser , participant , helper , cooper . it is the core of information age to train the students " creative spirit and practical ability 普通高中研究性学习课程的目标应定位于培养学生的创新精神和实践能力，所以很难也不可能要求所有学生的研究结果都一定要达到有所发明，有所创新的标准，研究性学习是学习方式上的一次突破，它更有利于合作意识的培养，更有利于主动性的调动，在研究性学习的实施中，教师的角色定位也发生了转换，由单纯的知识传授变为学习的指导者、参与者、帮助者、合作者。
The theory of learning emphasizes students as the center of learning , and need not only students turn to the subjects of information processing but also teachers to become the helpers and promoters of initiative sense construction instead of lecturer of knowledge . so it needs teachers use completely new teaching method instead of traditional teacher - centered method 这种学习理论强调以学生为中心，不仅要求学生由外部刺激的被动接受者和知识的灌输对象转变为信息加工的主体、知识意义的主动建构者，而且要求教师要由知识的传授者、灌输者转变为学生主动意义建构的帮助者、促进者。
It also suggests that students be the principle part in the processing of information and . the active constnjctionist of perceiving structure rather than the passive receivers of exterior stimulus , and teachers be the assistants and guldens as well as promoter other than the transfers or indoctrinators of some knowledge 学生是信息加工的主体，是认知结构的主动建构者，而不是外部刺激的被动接受者和被灌输对象；教师是意义建构的帮助者、引导者与促进者，而不是知识的传输者与灌输者。
