Research On The Construction Process Of The Facts In The Physics Classroom

Through the physical course of study, students can explain the related phenomena from the point of view of physics theory. In this sense, after learning the physics knowledge,students look at the basic concepts of the world has changed. For example, students before learning the knowledge of buoyancy, their common expression was that heavy objects will sink and light objects will go up, but after the study, they try to looking from the perspective of the relationship between the buoyancy and gravity about floating objects. Students not only had known what is the buoyancy, but also had changed the basic views and explain on the physical phenomena. As a result, just like Kuhn said that in the scientific revolution a duck will change to a rabbit. In this sense, the student's description of the fact is very different about a physical phenomenon. We put forward the fact that the physical facts are gradually built up through the students' learning activities. However, in the actual teaching process, many teachers lack the knowledge of physical fact construction process, so much so that considered that the physical facts are never changed. This will bring a lot of problems to the actual physics teaching. It is believed that physical knowledge or theory is formed through the accumulation of facts, unchanged, the explanation and explanation of the physical facts are all consistent. And the lack of knowledge construction in the process of learning leads to the simplification of the teaching process. It is difficult to meet the requirements of curriculum standards that “Life go to physics theory and from physics to society”.Based on the above analysis, we believe that the description of the physical facts not only from the content provided by the objective things, but also the main contribution to the cognitive structure, the physical fact is the unity of the interaction between the subject and the object, therefore, with the development of the teaching process, the students' understanding of the physical facts is constantly changing. As a teacher, you can have enough time and opportunity to analyze the actual process of teaching, and to analyze the changes of students' cognitive status. By means of literature method, case analysis method and samplecomparison method, the development and change of middle school students' cognitive status in the actual teaching process were analyzed, and the changing and the constructive nature of the physical facts are proved again. The specific process is as follows:Chapter 1: preface. Through the literature search and analysis of the traditional physical teaching methods in junior middle school, Aiming at its shortcomings and misunderstandings,such as teaching objectives which were located in a single cognitive field, teaching contents lack of questioning spirit and thinking, methods of teaching is “mechanical memory”,neglecting students' self evaluation. In the learning process, students lack of observation and the understanding to the theory, from perceptual knowledge to rational understanding,scientific thinking training from the observation to the conclusion. To establish the main content of this study is to conduct an in-depth analysis of the construction process of the physics curriculum in junior middle school, in order to help teachers to understand how students' cognition is a bridge between theory and reality and the teaching mode of students' construction of one or one kind of fact come true. At last, the research methods and research ideas are introduced and the innovations of this study are summarized.Chapter 2: Theoretical basis for the fact construction in physics classroom. I had in-depth analysis and researched Piaget Piaget's “theory of cognitive development mechanism”, the former Soviet psychologist Vygotsky “recently development zone” and the United States Ausubel's “ have meaningful learning theory”. These theory were formation of the constructivism.Chapter 3: The construction process of the physical facts in the classroom. The research of this chapter mainly analyzes and studies the construction process of the physics class by the case analysis method. First, through the middle school physics in the concept of friction in the classroom teaching design as an example, from the friction of the teaching process;students learning before the perceptual knowledge; after studying this class, the students' expectation about the related problems; comparative analysis of the student's differences between before and after learning; teaching design concepts and analyze the process of the construction of the facts in the classroom. Secondly, based on this, analyze the process of constructing the physical fact; what the teachers should do before the class, such as studying the situation of students' cognition, knowledge, ability, students learning task and processstage, Principle of division of each stage, as well as the formation of physical facts of the general phase. In order to further make the research results more detailed and visualized,according to Piaget's “theory of cognitive development mechanism” and the former Soviet Union's psychologist Vygotsky's theory of “the zone of proximal development”, the flow chart of the construction process of the physical fact was made.Chapter 4: In grade eight representative "leverage" and the "Archimedes principle" as an example, use the mechanisms of cognitive development theory, theory of ZPD to have a research about physical classroom process. In the course of teaching research into preschool cognition, cognitive conflict, establish the concept and construct the law of physics, applied physics, law review stage. In the process of teaching, the process of teaching is detailed analysis from four dimensions of teaching expectation, teaching design, student's activity and learning result, further clarify the process of fact construction in physics classroom. Through the results comparison of experimental classes and control classes can see construct the facts in the physics classroom teaching can enhance the student's understanding of physical concepts and laws of physics, application and to improve the effectiveness of physics teaching.Chapter 5: Summary and prospect. At last, the whole research process is summarized,and the deficiencies are reflected. We should continue to study physics teaching in the classroom in the process of the construction of the deeper and wider field of studying,thinking and practicing.