Action Research On "Unconventional" Experiments Improving The Effectiveness Of Physics Concept Teaching In High School

The concept is a kind of common physical properties and essential characteristics of the physical phenomena and physical processes reflected in people's minds. It is the physical phenomena and physical processes of abstraction and generalization in the form of thinking. Basic concepts of physics is the basis and essence of physics theory. Basic physics experiment is to observe the formation of concepts, application of scientific methods to obtain perceptual knowledge to rational knowledge to solve problems by returning to practice, consolidate and formation testing physical concepts.The first part of this paper raising some questions. Firstly, there exists the inefficient or ineffective phenomenon of the physical conception teaching in high school. That means the existence of "triple four light".Secondly, lacking of perceptual material leads to the difficulty inunderstanding the concept.Thirdly, ignoring the qualitative experience, students can't understand the physical concept deeply. Fourthly, lacking of the judgment for students' pre-scientific concept and the pertinence for physics concept teaching. To solve these questions, we proposed touse the unconventional physics experiments to improve the effectivenessof high schools' physics concept teaching. That describes the reason and significance of the subject.The second part describes the research status of the unconventional physics experiments and the physics concept teaching, and that is based on Piaget's theory of cognitive development and conceptual change. In this part, the concept of effective teaching is defined.In the third part, I combined my own and other teachers teaching experience, and put the unconventional physics experiment into the physics concept teaching in high school. Putting forward the policy of using "unconventional" teaching physics experiment to develop the concept of improving the effectiveness, and apply it to the teaching practice. It can be applied in all aspects of teaching. You can use it in a single session, or a number of links, and also into the whole process of teaching. By giving corresponding cases and analysis, it provides practical material for the majority of teachers to use unconventional concept of teaching physics experiment.The fourth part discusses and analyzes the results of practical research.The students take part in the concept learning actively. Students think deeply and develop their thinking ability. The unconventional physics experiment can promote students' ability of understanding concepts. Above all, it describes the effectiveness of "unconventional" physics experiments in improving the teaching of physics concept.The fifth part is a reflection of this research. Not every concept teaching is suitable for the Unconventional Physics Experiment. That means it has some limitations. It depends on schools, teachers and students. Also the theory and policy on school management have great relevance. Besides,there are certain requirements for the "leader" of the teachers. The young teachers have enough time and effort but are inexperienced while the experienced teachers may have formed a stereotype. Lastbut not the least, the students' practical ability, innovation ability and scientific literacy have to be required.Completing a physicalexperiment will cost some time, so how to deploy time is also a problem.