Research On Conceptual Transformation Strategies In Physical Instruction In Senior High School

"Concept is the cells of the thinking". Any human thinking process is inseparable from the concept. The degree of mastering "concept" is a reflection of the level of development of objective reality, which is an important factor influencing the people’s smoothness in logical reasoning and judgment. In the teaching practice, the author found the high school physics concept study is the most sharp thorns hindering the students’climbing the physical mountain on the way. In order to seek more effective high school physics concept teaching strategies, the author did this research.At first, this study defined the concepts of concepts, scientific concepts,misconception and conceptual transformation, and then combed the connotation and research status of these concepts, and summarized and expounded the conceptual transformation’ conditions, influencing factors and teaching modes. Based on the above theoretical analysis, the author combined with his own teaching experience, and tried to put forward the conceptual change teaching strategies(CCTS) of high school physics.The teaching strategy consists of three parts: (1) the diagnosis of students’ former concepts; (2) the triggering strategies of students’ cognitive conflict; (3) the resolution strategies of the cognitive conflict.And then the paper verified the effect of the proposed CCTS. The verification process adopted the experimental research method, taking the concept of high school physics mechanics as the research content. The FCI test paper and concept map analysis method were used as the analysis tools. Two parallel classes of senior grade one in X,H province were selected as experimental subjects, which were used as experimental classes and control classes respectively. Before the experiment,the FCI test paper was used to test the experimental object, and according to the students’ preconception condition reflected in the pre-test data, the CCTS were selected. In the experiment, the experimental class was intervened by the CCTS, and the routine teaching was carried out in the control class. Finally, the two classes were did the post-test. The validity of the CCTS of high school physics were verified by comparing the pre-test data and post-test data, and analyzing and the data of the experimental class and the control class.The results show that the students ’preconceptions are ubiquitous and the types of the preconceptions are abundant, and there are many differences among the individuals;the scientific level of the students’ preconceptions is generally low; the classroom teaching can lead to the conceptual change of students, while the change condition is unbalanced; the CCTS can effectively promote part of the concept teaching, and they can play a positive role in the conceptual change of the majority of the concept group; but the CCTS still have applicable limitations, and the differences of the characteristics of students and cognitive themes can lead to differences in applicability, so it is necessary to selectively adopt conceptual change teaching strategies in the actual teaching process.In general, the CCTS can promote students’ conceptual transformation. The study found that teachers should pay attention to the students’ preconceptions and clarify them in the actual teaching process; the applicable boundary of the CCTS should be clarified,and the teachers should adopt the CCTS selectively and targetedly to guide the teaching.