Based On The Teaching Of Physics Concepts And Laws Of The Fci Tool

The introduction of concepts is an integral part of physics teaching. Over the past 30 years the study on students' understanding and translating of scientific concepts has been the focus of the international scientific education. In China great importance has always been attached to the teaching of physical concepts and laws.Drawing upon the structural theory and according to students' major approaches to forming physical concepts and mastering physical laws, this thesis analyzes the influence of preconception and the transfer theory on students and identifies the four mental abilities they display in the learning process of physics.A research has been made among a variety of high schools in Nanjing by means of FCI questionnaire to make clear how well the Chinese students master the basic physical concepts and laws. 290 copies of questionnaire have been distributed and 266 copies have been collected. The questionnaire used in the research has showed high validity and reliability.The data gathered from the research have been processed with the SPSS 11.0 social science statistics software. Considered together with the interview with teachers and students, the following conclusions are drawn:* Both mistaken preconceptions and correct scientific concepts exist in students' mind. When students base their judgment upon intuition, they tend to use the former but when logical inference has to be made they tend to use the latter.* Students, especially female students, are more inclined to judge graphic problem by intuition instead of logical reasoning.* Traditional physics education lacks meaningful learning with understanding as its purpose.* Students manifest transfer ability deficiency in solving problems.* Many students lack imagination aboutphysical graphs.* A certain number of students mainly think in images.* Many students, especially female, learn physics and solve problems depending on memorizing.The results of research indicate that the state of knowledge about physical concepts and laws among high school students is far from satisfactory. Actions must be taken to change this state and some of the author's suggestions are as follows:* the transfer from preconceptions to scientific concepts.* to promote the transfer of knowledge.* to improve students' ability to construct physical graphs.* to develop and make use of students' ability of thinking in images.