A Study On The Investigation And Teaching Stratedies Of Physics Mentality In Senior High School

Physi Physical conception always is the core of the Physics teaching in senior middle school.Only by correctly understanding the physical concepts can we successfully understand the relevant laws and formulas,and then improve the students' physical learning effect.But in fact,students in the beginning of the classroom before learning,for some of the things and phenomena in daily life already have their own understanding and understanding of the model,and thus accept the new knowledge in the process,often by the mind of these preconceived preconceptions,And the misconception of the former concept of inconsistency with the concept of science will be obstacles to the acceptance of new knowledge of students.Friction force chapter in high school physics teaching is a key part of the learning process is also prone to the misconception.Based on the theory of constructivist learning,this paper adopts the research method of the two-stage selection test and the individual interview method.On the basis of the actual investigation,this paper draws the misconception of the students in the process of physics friction force learning in high school Its origin,put forward the corresponding teaching strategies,and in teaching practice to explore the effective transformation of the myth of the concept of teaching strategies.First of all,this study takes the students of two classes of Huaiyang Middle School in Henan Province as the research object,and uses the method of empirical investigation to find out the relevant myths and their causes in the acceptance of friction knowledge.The study found that: the majority of students on the physical concept of errors;students on the friction of the myth of the concept of the formation of the main reasons are two aspects:(1)life experience type of error;(2)traditional teaching constraints.Then,this study combined with the teaching practice to carry out a two-month action study,combined with the relevant educational theory and practical experience summed up three kinds of effective mythological concept transformation strategy:(1)the use of analogy,to stimulate cognitive conflict;(2)Appropriate physical model;(3)the production concept map to help students build a scientific cognitive system.Practical research found that these teaching strategies can enhance students 'interest and confidence in physics learning,and can improve students' physical achievement,so as to realize the effective change of myth.This paper will help to attract the attention of the educators to the concept of physical myth and its transformation,so as to provide reference and reference for further improvement of teaching effect.