Case Studies Of High School Physics Textbooks And Teachers’ Conceptual Misunderstanding

Physical concepts are the soul and cornerstone ofPhysics. Teaching of Physical concepts is becoming moreand more important in Physical education. It is a hard workto accurately grasp Physical concepts and convey them tothe students in a way that they can understand easily. Andit is also not simple for the students to explain somephysical phenomena with the basic Physical concepts. Itis found that error often occurs when students solvingPhysical problems, and in most cases the source of theerror is the misunderstanding of Physical concepts.It has been a long time since the research of teachingof Physical concepts at home and abroad, Most of thestudies are to discuss how to improve the effect of theteaching of physics concepts in the classroom from theperspective of teaching theory, learning theory andpsychology. But some Physical teachers themselves haveproblems understanding Physical concepts, and it is nottaken seriously enough that part of the definitions ofPhysical concepts is not rigorous and even wrong in some textbooks. These two factors cannot be ignored duringeffective teaching of high school Physical concepts.In this paper, mistakes in high school textbooks andmisunderstanding of in Physical concepts education forteachers are analyzed in the form of cases. Hopefully itwill provides some help to Physical teachers and referenceto some of the Physical textbooks when reprinted again.