On The Teaching Of Physics In Middle School By Using Concept Map

A lot of physics knowledge is relatively abstract and difficult for high school students to understand, but the manifestation of physics can transfer the complex and abstract knowledge to several simple graphs, which is easier for students to understand and effectively help them understand the teaching content. Professor Novak of Cornell University proposes a visual cognitive tool, concept map, which takes the form of compressed knowledge, in order to show concepts and their mutual relationship. It has many characteristics like rich connotation and information, clear division, complete structure, easy operation, timely extension and easy to repair, etc. As teaching strategy application, concept map is used in the high school physics teaching. By student’s finding out node connection between concepts to form a proposition, the teacher helps them to understand the connotation of node concept and the relationship between concepts, so as to construct the knowledge network and promote meaningful learning. Therefore, how to use the concept map to promote high school physics teaching is a very meaningful and valuable research topic, and it deserves further exploration.The thesis consists of five parts:The first part introduces the background, present situation and significance of the research, This part also presents the relevant concepts, categories and advantages of concept map.The second part is the theoretical basis of the thesis. The author summarizes the theoretical basis of the study including early graph, outline signal theory, Ausubel’s meaningful learning theory, constructivism learning theory, modern brain science and dual coding theory.The third part of the article explores and summarizes the function and the application principle of concept map in some segments and lesson types of high school physics teaching, and also expounds the application strategy of concept map in high school physics teaching with graph explanation.The fourth part of the article shows how concept map promote high school physics teaching by elaborating case study and its analysis. Combined with teaching practice, by exploring and listing some cases about the application of concept map in teaching designation, introduction and teaching of new lessons, summarization of the lessons, review lessons, experimental lessons, as well as the teaching of physical concepts and laws, combined with the principles, function and strategies applied in high school physics teaching of concept map, the author analyzes each case and get the conclusion:Concept map can optimize the design of the teaching. Reasonable application of concept map works effectively in different segments of high school physics teaching, physics review lessons, physics experimental lessons and the teaching of physics concepts and laws. The research aims to offer some reference for high school teaching reform.The fifth part is conclusion and reflection and expectation of this topic.