The Research Exploring And Conceptual Change Of Alternative Frameworks In Mechanical Of Physics In Minds Of The Students In Senior High School

Physical concept of teaching is the foundation of physics teaching. Physics teaching in senior high school , the understanding about the physical concept and the grasping the content of it for the students directly impact on their studying effects of physics. Although the teachers have more emphasis on the concept of physics during teaching, the existence of"alternative frameworks"in the minds of the students impact on the quality of physics teaching."Alternative frameworks"refers to connotation inconsistent views and opinion in the minds of the students with the scientific concep . It is a pre-emptive strike and has a long history thing. It is particularly deep-rooted. It is difficult to correct, greatly resist the new scientific concept of physical assimilation, absorption of physics, bringing about a serious obstacle, affecting the improvement of the quality of physics teaching."Alternative frameworks"is similar to what we said"misconceptions"in our daily lives."Alternative frameworks"in the minds of the students can be said the severe enemy to the teachers and students who are teaching and studying physics because when students enter senior high school physics classroom their minds are not blank, but filled with a variety of the"alternative frameworks".This study is based on the results of previous studies and guided by Piaget'constructivist theory and Posner's conceptual change model. I have studied on the phenomena of"alternative frameworks"in some students'minds, which are hindering the establishment, acceptance, understanding the scientific physical concept. Mechanical diagnosis of papers is used. And I conducted a survey of the students by way of communicating with them and identified"alternative frameworks"that exist in their minds, and summed up the four characteristics of the breadth, concealment, repeated and refractory of the"alternative frameworks"and its sources:1.life experiences before; 2. imagination and intuition; 3, the impact of potential thinking tendency. 4. a negative migration of knowledge of other disciplines.Changing"alternative frameworks"in the minds of the students is based on the conceptual change model. In 1982, Posner and his leagues put forward the concept: in order to achieve the change, the individual must have the four conditions: (1) discontented with the concept existing, (2) intelligibility of a new concept, (3) The new concept is reasonable. (4) the effectiveness of the new concept.The relationship among the intelligibility, rationality and the effectiveness is very close and its strict extent is gradually upgrading . To have people understanding the concept is the premise to see the rationality of the concept and to see the rationality of the concept is also the premise to be aware of its effectiveness.On this basis, the thesis put forward the idea of five different ways to change"alternative frameworks": 1. Using the experiment; 2. triggering cognitive conflict; 3. carrying out research exploring;4. taking appropriate things for example and in easy words to explain; 5. using the teaching methods of communicating with students to activate their ideas. Conduced teaching practice in Grade One in senior high school and compared with conventional methods of teaching in former Grade One (now Grade Two), the new teaching methods have remarkable results to change the"alternative frameworks"in the minds of the students. The Tests also show that the score is higher than that of the students the last year. In general, the new teaching methods have made a better teaching results.