Research On The Design Of Students’ Wrong Experience In High School Physics Teaching

As all we know, everything has its opposite part in the science world, such as good to bad, positive to negative, right to wrong and so on. In physics teaching, especially physics learning, ‘correctness’ and ‘mistake’ stay everywhere. For studying physics well, middle school students should practice a variety of Right Experience and Wrong Experience. Right Experience is the processes, through which students obtains the correct opinions, conclusions and methods, which is in consonance with their previous knowledge, theories and rules with undergoing by themselves. On the other hand, Wrong Experience means the experiences which lead the students to get impractical and incorrect viewpoints, verdict and approaches and they are inconsistent with their knowledge, principles and laws.At present, it is not comprehensive to treat Wrong Experience as negative effect for students in the physics learning. The most of the teachers and parents are so overprotective that they try their best to leave the children away from Wrong Experience. Many teachers take a passive and evasive attitude toward Wrong Experience in physics teaching. However, Wrong Experience, which students suffer from in their physics studying, isn’t as poor as our thinking, otherwise, it has some metrics for physics teaching. For example, to improve students understanding of knowledge, to find out the hiding mistakes and correct them, to reduce effectively the probability of repetition of the same errors, and so on.In this article, we researched Wrong Experience and its application by investigation, observation, literature study, empirical approach and so on. Moreover, there are two important work targets, which are the effects of Wrong Experience to students in their physics learning and how to design flexibly Wrong Experience in the teaching, discussed in this thesis. We proposed some skills and methods to schedule Wrong Experience for middle school physics concepts, regular teaching, explorational experiment teaching and exercise teaching. Moreover, we can also exploit the value of Wrong Experience for the teaching. All our works aim to make it more diverse in the middle school physics teaching methods. At the same time, we also look forward to giving the teachers, who engage in middle school physics teaching, some references for designing Wrong Experience.