A Study On The Conceptual Transformation Of Physics In Junior Middle School

Concept is the basic unit of physical knowledge, to form the basis of the physical structure of the discipline, concept learning is one of the core areas of physics learning.Before students learning scientific concepts, in the mind is not a blank, but for knowledge have a certain point of view and view, namely the former conceptDifferent types of concepts to scientific concepts before learning will play a different role, some promoting role, some blocking effect.Easily ignored in the traditional teaching students mind first concept, the influence of the "start", to adopt the way of scientific concepts before the concept of "covers", and the results of students learning effect is poorer.Concept of transformation of the concept of student learning emphasis is a former "shift" rather than being a simple "cover", in-depth study of the concept transformation has important practical value.The research based on the concept change in domestic and foreign literature analysis.Foreign study of conceptual change summarized from two aspects of theory and strategy.Foreign shift theory can be classified into metacognitive theory and the theory of outside intervention.Foreign shift strategy compare attaches great importance to the cooperation between the students and the cultivation of students’ self-study ability, and appeared before a more scientific concept testing tools.Domestic research on concept transformation method can be divided into focus on the concept of transformation of research, focuses on the concept change steps and specific to the research of a kind of the concept of knowledge transformation, domestic research is more biased towards the practice, put forward shift strategy is relatively easy to implement.The author use the opportunity of practice teaching to shajing high school grade 2 students, teachers and the second day of physical teaching material as the research object, to transform the concept research combined with the concrete teaching practice, to carry on the before the junior middle school physics concept learning and teaching status quo of the research.Of former students of the concept of revealed:new lesson before and after the new lesson in each chapter, junior high school living concept of using self-made questionnaire for junior middle school students to carry on the survey, and the former concept.Interview mainly around how teachers of junior high school teacher found that students’ concept, before the concept before the reasons and how to deal with these three aspects.For conceptual shift in how to study, first of all, from the physical concept and the relation of physical science concepts drawn before the concept of basic types, and analyzes the causes of physical concept before.Before about the concept, on the basis of theory and practice research, put forward the concept of transformation of strategy and reconstruction strategy, finally puts forward the concepts and corresponding chapters specific knowledge shift strategy.The main conclusions are as follows:1. The research reveals that 43 second day before physical part ii of the students’ concept. Which force 10, force and motion part 7,10 pressure, buoyancy eight, work and mechanical energy to 3,5 simple mechanical parts.In daily life in the formation of the concept of atotal of 24 before class, classroom learning new concept before 19 after class.The study found that the students grades and how much of the concept of no in front of the class is too large, but the results are excellent students after class is smaller than the former concept.Teachers generally thought concept revealed before even bigger than the former concept transformation difficulty.2. Before the concept of the cause of the error properties include:(1) the interference of daily life experience;(2) concept confusion;(3) exception to ignore;(4) lack of conditions;(5) social media is not correct guide;(6) forgotten,(7) knowledge is more abstract and difficult to understand.Parts are greatly influenced by the life force and movement, buoyancy part before is this part of knowledge is relatively abstract concept formation, concept transformation is difficult before the two parts.3. Put forward the concept of transformation of "rich" strategy and "reconstruction" strategy.Rich oriented is a former concept of property right, migration of specific knowledge and method of analogy and knowledge integration.Reconstruction strategy for errors in the former concept attribute, the reconstruction is the key to the establishment of the conflict and resolution, and reconstruction of specific strategies are:(1) the understanding of students cognitive structure, clear concept before;(2) create a conflict situation, before the deconstruction, concept, creating conflict method with experiment, discussion, contrast;(3) the conflict solution concepts, construct the scientific concepts.Put forward the concept of transformation of teaching steps:(1) the exposure before and found that the students’ concept.(2) the former concept and science concept comparison, the correct concept, error attribute before analysis.(3) set up the right situation."The rich" for right attribute;The attributes of the error "reconstruction".(4) the students understanding of scientific concepts.(5) the student to utilize the scientific concepts.