The Junior Middle School Physical Preconcept And Its Translational Research Based On The Metacognitive Theory

The teaching of physics concepts is not only emphasis but also difficult in junior middle school physics teaching.Preconception is the opinion or conception about things and phenomena which is formed in everyday life by students before they are educated formally.Some of the preconceptions are consistent with scientific conception in certain limit and become the preparative knowledge for learning new scientific notion.But numerous preconceptions are inconsistent with scientific conception.These inconsistent opinions and conceptions exercise an negative influence on students’ study and grasp of scientific conception.This paper is metacognitive theory as a guide, respectively from the metacognitive knowledge, metacognitive experience and metacognitive monitoring to research junior middle school physics concepts, and proposes to research methods of preconcept changing. This will select motion and force as the research content, before the concept of the general test these concepts related research, and select the Grade Four classes as experimental classes and control classes, the first to detect the presence of students before the test questions misconception, these errors before the concept of the use of the concept of changes in strategy for the development of teaching programs, and then timely post-test and delayed post-test to understand the students before the degree of concept changing. Only by understanding the students’ minds of physical knowlege can achieve the desired goal of physics learning,so as to achieve the purpose of improving the efficiency of learning and promote the effective development of physics teaching in secondary schools.The results show that the detection preconcept of students and teaching can be more effective in promoting students’ concept changing. Ago conceptual design teaching strategies exist for students can not only help students understand correctly,the use of physical concepts, but also improve the students to analyze problems,problem-solving skills. Therefore, in the actual teaching, teachers should grasp the preconcept of students in front of the teaching and instructional design for these preconcepts, will make the teaching view, improve teaching effectiveness.