Practical Research On Teaching Strategies Of Changing Physics Misconceptions In Senior High Schools

Physics concept is the most important difficulty in physics teaching in senior high school.Whether or not it can form scientific physics concept influences the effectiveness of physics study in senior high school.Due to the immaturity of high school students' scientific thinking and the limitation of knowledge,there are many misconceptions in physics learning in senior high school.The students can construct scientific concepts of physics only by helping students to change the concept of myth successfully.This thesis have analyzed the causes and characteristics of misconceptions not only through interviewing to find out problems,but also through literature review and theoretical research,finally to find out the conditions for the transformation of misconceptions.Furthermore,this thesis is based on the conceptual change condition of the middle school,not only regard the sudents as the subject to study the origin and characteristics of the misconceptions through the whole class including before and after class,but also regard the actual class as the carrier to combine the transformation of misconception of teaching theory method and vivid teaching case,and put forward three steps of transformation high school physics misconceptions.First:Regard the senior physics class teaching as the carrier,we proposed several methods conclude puting forward prejudgement,making concept map,analyseing the mistaken exercises and guiding case to sudy the reason of the students losing detection in learning senior physics concept,and to analyse the specific causes of misconceptions so that to pave the way of changing the concept misconceptions of studentsl in thefollowing.Second:This paper have used three types including using the teaching strategies of demonstration experiments,creating physical problem situations and learning with the team to motivate the students' cognitive conflict and dissatisfy with the original concepts,which can urge they recogniz the necessity of replacing or adjusting existing concepts,so as to construct the conditions for the transformation of misconceptions.Third:By implementing the strategy of restoring and exploring process,we can let students reexperience the inquiry process,and constantly find problems and solve problems in the process of inquiry,so as to establish new scientific concepts.Through the implementation of the strategy of analogical discrimination,students can find the similarities and differences between the old and new knowledge,and build new scientific concepts with the old knowledge as the springboard.By implementing the strategy of "explaining",We also can let students interpret their knowledge of misconceptions,and urge learners to transform their misconceptions,so as to construct scientific concepts.This paper puts forward three steps and teaching strategies to change the concept of misconceptions,and we will further study and practice in the future.