Researches On Information Extraction Mechanism Of Physics Disciplinary Domain Knowledge Study

Disciplinary Domain Knowledge refers to all the knowledge students acquired on one specific area. In detail, it means knowledge plates and cognition process schema that integrated from the knowledge commons in correlation, logic, and operation by its disciplinary and cognitive attributes. The knowledge is divided into doctrinal content knowledge, cognitive process knowledge and problematic condition knowledge. According to the current studies, in knowledge study, domain knowledge can help increasing the extraction efficiency and prediction ability. This research chose the knowledge of physics as object to explore how Disciplinary domain knowledge study acts on students'question information extraction.Instructed by the basic construction of Disciplinary Domain Knowledge, the research explored the features of physics in junior high school by questionnaires. Based on the out-coming and the idea of supplemental teaching of disciplinary domain knowledge, the teaching units were made into modules domains. And by the supplying of necessary knowledge to the teaching units, Disciplinary Domain Knowledge teaching modules is constructed.In the experiment, the chosen teaching content was"the Change of State"in eighth grade. The Disciplinary domain knowledge study and normal study were experimental group and control group. The experiment explored the differences and characteristics that students in different study standards showed when they were solving questions of different information types and extracting information under the two teaching conditions. The conclusions are as follows.1,Disciplinary Domain Knowledge study helps in improving students'ability of solving discipline problems, especially for students in medium and low grades level.2,There were significant differences under the two teaching conditions for all types of question. Performances of Disciplinary domain knowledge study group students were higher than those of ordinary study group students when solving questions with obscure information.3,Performances of solving problems is positively correlated with how the key information is extracted.4,In problem representation, there were differences between Disciplinary domain knowledge study group and ordinary study group in extraction of four types of information. For the former, recognition rate of key information was higher. While for the latter, recognition rate of irrelevant and confusing information was higher.