Study On The Diagnosis Of Basic Knowledge Of High School

Rogers humanistic theory emphasizes the students’ standard, emphasize should pay attention to exert students’ subjective initiative, and further points out that the value of education in and meet the needs of the students cognitive and emotional. We know that the student is the object of education, students should be active to study actively, initiative is the precondition of teachers and students to stand on the position of students and more students’ prior knowledge, care about students’ cognitive development, from the perspective of the students’ knowledge and flexible use of suit and assimilation teaching implementation of teaching. Since students are not empty head and walked into the classroom, then what on earth is their prior knowledge, the first case of knowledge can not only facilitate teachers to grasp the students’ knowledge level, also can let the researchers seize the students’ thinking, namely to a physical problem, with the students’ knowledge, thinking how to solve. And this paper by school students as the research object, the content of the research will cover part of school students will learn the basic knowledge of electrical, a relatively systematic diagnosis research school students in the learning of high school physics electrical knowledge before have prior knowledge of electrical knowledge.Across the grade students of knowledge growth is the ascension of mental models, and the formation of a mental model is set up by many concept, so across grade link need to concept as the dominant knowledge. Junior middle school learning knowledge to high school not still can remember or remember accurately, and high school to continue learning also is for junior middle school learning related to review old knowledge and correct. Junior middle school and high school physics in this part of electricity have repeated knowledge also have a gradual knowledge, and this part of knowledge is the focus of study. This study is to solve the problem, through the study of electrical diagnosis of students have preschool concept, analysis summary of the students’ problem solving reason, to understand their problem solving theoretical basis,and will summarize their former concept, make the students the basic knowledge of this part for electrical obviously, facilitate teacher prepares for his lectures,target-oriented.With science and education is more and more attention, their potential development and students have much attention, it also makes for students in many countries the former concept is more and more extensive and in-depth research. Such as university of Waikato in New Zealand and the university of Leeds, UK students before the concept of research comprehensively, their Angle from the perspective of different disciplines and different environment were studied. At home and abroad for the first diagnosis of the concept of research in mathematics, physics, chemistry and biology, diagnosis method is also has a lot of kinds. As main conceptual tools before diagnosis research, this study Treagust devise 2-phase test as the main research method, to the basic knowledge of electricity in the diagnosis of high school students.This study analyzes the formation of the concept of electric preschool students summarize, includes the following four aspects: the students a variety of channels,students who accept education limited its blend of knowledge, students’ own development level and the mutual influence between the disciplines.Electrical knowledge in middle school, high school stage involves more content,here mainly studies two phase content cohesion more electric field, circuit and battery three modules. As a result of diagnosis is junior pre-school concept, the main source of knowledge is a junior high school has been studied, so the electricity concept focuses on the content of the junior high school. At the same time, according to the features of electronic content and knowledge itself, the students’ cognitive features and experienced teachers help guide, as well as the analysis of the "Shanghai high school physics course standard", electrical knowledge content can be divided into the following five types: type know knowledge to understand and grasp the knowledge,thinking knowledge, practice knowledge, comprehensive applied knowledge.By comparing and comprehensive type of subject design, this study examines student specific mastery of knowledge and application ability. Finally analysis of electric field, the three modules of data circuit and battery, get the concept stage the student to have electricity pre-school, and to understand the distribution of the former concept. This study choose experimental classes and regular class two classes were compared, not in control for the purpose of this study, the main purpose is to collect different stages of development in a comprehensive way students have electricity pre-school concept, comparing is the secondary part of the study.