Physical Concepts And Laws Of The Lexical Acquisition Process Research

The physics is a system that be constitute by some basic experiments, basic concept, basic laws...etc. careful, science of the nicety fixed amount. The physics concept is a point within the foundation physics teaching and a little bit difficult; to learn well, teach the good physics must learn hart first good, teach the good physics concept.Physics concepts are a summary and description of the characteristic attributes of physical phenomenon and process, is the fundamental form. The teaching of physics concepts is not only emphasis but also difficult in middle school physics teaching. The Physics disciplinarian is about the interaction of matter and physical phenomena (or process) that takes place under certain conditions, an inevitable trend and the inherent nature of the link. The most important point of Physics teaching in secondary schools is how to make our student to form a clear concept of physical and correctly grasp the Physics disciplinarian, and in significance of the acquisition process, make them improving their intelligence, ability to get the full development of the secondary school physical education.But actually in fact, students still do not know, or feel more difficult to understand. When teachers often feel that they have said very clearly,Generally speaking, in students the concept of law and the teaching of physics, it should not be simply that student form to the concept and to grasp the law of physics, not accept from textbooks or teachers, and not receive some simple provisions .in the student's thinking, behavior, there must be a series of profound changes in the mental process.This study is based on the above-mentioned problems, combined with teaching practice in recent years, on the basis of predecessors' research results, using education, cognitive psychology as a guide, starting with paying attention to students' cognitive occurrence and development, a comprehensive use of the Investigate, Access to documents, The experimental method, giving a rather comprehensive study to the learning experience of physics concept and disciplinarian meaning in high schools. This study combines educational theory with teaching practice, revealing the laws of physics concepts and teaching law, defining the education and psychology foundation of physics concept and regular teaching, suggesting more effective methods of physics concepts and regular teaching Ways, analyzing the theoretical basis of the pattern, making out the theoretical discussion, combining theory with practice to the actual application of the teaching, solving the real teaching problems.The full text is divided into five sections: the first part mainly introduces the significance of physics concepts and researching the learning experience of disciplinarian meaning, the current study actuality on the physics concepts and the learning experience of disciplinarian meaning of the domestic and foreign experts, and this study shows the important meaning for Physics concepts and regular teaching in secondary schools. The second part introduces physics concepts and the definition, characteristics of laws, as well as the mutual relations. The third part introduces Amusable, Gagne, as well as Bloom and others' research on physics concepts and the learning experience of disciplinarian meaning, and introduces Audubon's meaningful learning theory, Gagne's learning the rules and learning Analysis of the conditions, as well as Bloom's theory of classification of educational goals, and three kinds of theoretical comparison, the analysis of their consistency in physics concepts and the learning experience of disciplinarian meaning, and analyzing from the cognitive psychology, educing the operational strategy in physics concepts and regular teaching for secondary school. The fourth part mainly analyzes physics concepts and the learning experience of disciplinarian meaning, focuses on one way of illation to the acquisition of two physical concepts and disciplinarian meaning—inductive reasoning and deductive reasoning, and analyzing the general law, as well as its guidance effect on physics concepts and regular teaching, putting forward teaching patterns under the guidance of physics concepts and disciplinarian meaning acquisition strategy in the form of samples. The fifth part introduces teaching practice of physics concepts and disciplinarian meaning acquisition strategy, analyzing related data and exploring the existent problems in the study.