The Application Of Knowledge Visualization In Middle School Physics Model Teaching

Physical model plays a very important role in middle schools’ physics teaching. It not only helps students to better learn physics, but also improves students’ logical thinking and the ability of problem-solving. However, through studying literature and making surveys, the author finds the problem of model teaching in China physical modeling is so abstract that tacit that students have problems in understanding it. The author also puts forward a solution, that is visualized knowledge.By making the process of model-building and thinking vivid, visualized know-ledge can not only improve students’ understanding of the physical model but also make sure that students take an active part in learning physic.This paper explores the application of visualization from a new perspective by studying the theory and practice of the combination of physics model and visualized knowledge in the hope of offering a new way of thinking.This paper includes 4 parts:literature review, theory research, practice research and strategy suggestions.The literature review deals with the development of visualized knowledge and physical model and the comparison of different concepts. By reviewing literature, the author makes clear the status quo of visualized knowledge and physical model in teaching both at home and abroad. Also, the author finds there are three problems in model teaching. The first is that students have difficulty in understanding. The second is that teachers do not play a leading role in teaching. The last is that textbooks needs improving.The second part is about theories of visualized knowledge and physics model teaching in middle schools:dual coding theory, schema theory and brain science theory. Besides, this part briefly introduces softwares and online platforms of visualized knowledge.The third part shows feed-backs of 60 students on their understanding of physics models, their habits in learning physics models and feelings about different teaching methods by undertaking questionnaires. After obtaining students under-standing of concrete physics models, the author supervises students in making visualized images of cant model, uniformly accelerated motion model, free fall model, vertical throwing motion model land collision model so that students get clear an vivid physics models.According to the survey, the last part puts forward three suggestions about physics model teaching:1) choose representative physics models to enhance students understanding; 2) guide students to take part in visualized model teaching; 3) use multiple ways to make visualized model teaching possible.Conclusion:Firstly, there are three common problems in model teaching:1) Students are influenced negatively by incomplete or wrong images, and the lack of understanding hinders students’ understanding in more abstract models.2) Teachers do not play a leading role in teaching. They fail to pay due attention to model teaching and fail to teach flexibly.3) Textbooks needs improving. Most of the models in the textbooks are simplified and no model-building training is presented.Secondly, dual-coding theory, graphic theory and brain science theory lay foundation for the combination of visualized knowledge and physics-model teaching. The three theories make it clear that people do a better job in processing vivid images than abstract words. By combining the vivid images and abstract words, students can make full use of their left and right brains, thus fulfilling their potentials.Thirdly, visualized knowledge can promote students’ understanding of physics models. By making visualized images with the help of the author, students get a better understanding of the models and their ability in analyzing physics problems is enhanced.Fourth, three suggestions are put forward:1) choose representative physics models to enhance students understanding. Emphasis on representative models can promote students understanding of physics models.2) guide students to take part in visualized-model teaching and learning. By taking part in making models, students’ interests are triggered and their role in teaching and learning is better valued.3) use multiple ways to make visualized model teaching possible. Attach importance to physics experiments. Use DIS to realize dynamic real time demonstration.