Junior Middle School Physics "Atoms And Molecules",Learning Progression Research And Teaching Strategies

With the high-speed development of modern society,the number of knowledge increase rapidly,which could lead to the knowledge of students not refined.Students can not have a more in-depth understanding of scientific concepts.It is not conducive to the future development of students.A large number of studies have shown that scientific curriculum standards should focus on the core concepts of the field of science.Students need to deepen the understanding of core concepts as the growth of the time.At present,although China's physical curriculum reform based on the outline of curriculum standard,the connect of integrated science curriculum and branch curriculum from primary school to high school is slightly insufficient.This problem will affect the thinking ability and problem solving ability of students.Therefore,the implementation of learning progression of physical core concepts can enhance the cohesion of the knowledge of elementary school knowledge,junior high school and high school.The learning progression of physical core concepts is also good for students to deepen the understanding of physical core concepts and provide a basis for future study and work of students.A large number of studies have shown that the concept of "atoms and molecules" is an important core concept of physics subject.This research wants to solve three problems as follows: Firstly,pre-concept test of "atoms and molecules".Getting student's pre-concept of "atoms and molecules" by the test questions about atomic structure and molecular motion theory.On the basis of these pre-concept to establish the learning progression.Secondly,the learning progression base on atomic structure and molecular dynamic theory.Base on the pre-concept of "atoms and molecules" and curriculum standards at home and abroad,we take advantage of the structure-center-design method to establish learning progression of "molecules and atoms" concept.Thirdly,base on the learning progression of atomic structure and molecular motion theory to design the instructional design of "invisible movement" section.Through thereasonable design of problem situation to stimulate students' cognitive conflict,and achieve better teaching effect.The knowledge of "atoms and molecules" is the foundation for students to understand the material world.Students could understand the composition of substance and the substance's law of change by building the appropriate atomic molecular model and make a reasonable explanation of the phenomenon of material.In this paper,our research object is the concept of "atoms and molecules".We through the analysis of the junior middle school curriculum standard requirements about "atoms and molecules" and students' learning goals and students' study present situation to provide good suggestions for excellent teachers to grasp the depth and breadth of teaching.The research results and conclusions are as follows:Firstly,before learning knowledge of "atoms and molecules",students have their own segmentary thoughts about this part of knowledge.Before learning the knowledge of "atoms and molecules",student's thought has reached a balance status.We should confirm that their point of view is wrong,which could cause their cognitive conflict.Therefore,teachers can use a more reasonable scientific concept to explain the phenomenon.These methods could make students to change their original idea and accept the new explanation system.Secondly,we take advantage of the structure-center-design method to establish learning progression of "molecules and atoms" concept.This method could real the thinking process of learning core concept and establish a good cognitive structure for students.Thirdly,according to the needs of teaching contents,we should base on the learning progression and conceptual change theory to design the teaching strategies,which would realize the concept change of students and complete the level progression of learning progression effectively.