Study Of The Physical Structure And Teaching Experiments

Traditional physics educationis is facing the challenge from the development of modem society. Physics is considered as a 慸ifficult? subject because of not only its pedagogy and traditional teaching materials but also the nature of the subject. Therefore, in order to meet the demand of the development of our society, physics education has to break through its nest in which education reform was only focused on the changes in both teaching materials and pedagogy. Based on the theory of cognitive psychology and the experience in teaching, this study attempts to explore the structure of physical quantity by following deep going analysis and comprehensive approach. On the one hand, this study provides a scientific research basis in establishing a new system of physics teaching and studying. On the other hand, it is also a fresh case study in applying psychology theory to education practice. Based on the feature list theory in concept structure and the II -3 experience in teaching, this study proposes a feature list hypothesis made on representation system in physical quantity. The system was assumed to consist of six factors of representation as physical quantity structure: purpose of introduction, definition and definition formula, symbol, unit, measuring and classification. Based on this theoretical underpinning, a new teaching procedure of physical quantity was made by following the theories of Jean Piaget and D.P. Ausubel. It is the first time in this study to test and verify the theoretical hypothesis by physics teaching. The result from this study shows that students can grasp physics knowledge easier by the new teaching procedure than by the tradition physics teaching. However, this research of physical quantity structure and the new teaching procedure is still in its early stage of experiment, further practice and improvement will be definitely required along with their development.