The Practice Study Of Friction Force Teaching Based On Conceptual Change Strategy

Physical concept is a core of middle school physics teaching, It is not only a difficulty in teaching, but also in learning. So it’s a hot educational research to implement the concept of effective teaching.Many researches show that there are many former concepts in friction force, which have a great impact for students to establish the scientific concept and even hinder the formation of the correct concept. The friction problem is complexity of itself, and in the specific problems shows "moving in static, static in action". It disturbs students to master the scientific concept of friction. This research implements conceptual change teaching research to high school physics friction force based on the previous studies.In the study, first the writer has investigated two classes of High school grade one. By the survey results the main preconception of friction force contained the relation between the directions of friction and movement, if having extrusion conditions to produce, and the size of static friction. Second the writer has taken the new method of conceptual change in experimental class by lecture experiment, experimental research and analogy teaching, at the same time, the traditional method has taken in control class. Finally the writer has compared the test results of the two classes to judge the effect of conceptual change teaching.The results of this study show that preconception exists really in the students’ mind. We must attach importance to analysis the preconception of students in teaching to achieve. The write have used lecture experiment, experimental research and analogy teaching, and given students help when students desire. Lecture experiment can attract students’ attention and show the experimental phenomena which conflicts with students’ existing cognition. Students personal can find the conflict in the exploration by experimental research. Analogy teaching can reflect the main status of students and improve learning initiative. All above these applications of conceptual change teaching are effective that contain conditions for the production, direction and size of friction force. The post-test of teaching effect also proved that the teaching is effective. This study provides advice and reference for friction conceptual change effective teaching.