Research On Instructional Strategy Of Pressure Preconcept Transformation In Junior Middle School

Physical concept is the basis of physics and the premise of understanding physical phenomena and establishing physical laws.Therefore,the teaching of physical concepts is particularly important in basic physics learning.A large number of studies have shown that students are not blank in their minds before they formally accept science education,but have their own knowledge of some life experiences,calling them preconceptions.Some of these preconceptions are correct,some are one-sided and wrong,and have an important impact on physical learning.In particular,the concept before mistakes directly hinder the learning of physical concepts.Therefore,it is necessary to explore the cognitive structure before students learn physical concepts.By using the questionnaire survey to investigate the causes of the pre-pressure concept of junior high school students,the investigation results were analyzed under the guidance of Piaget's cognitive theory,Vygotsky's recent development area theory and constructivism theory.Combining with the investigation conclusion,research theory and existing research achievements transformation of the concept of students before the pressure teaching strategies: analogy and metaphor,variable type migration,creating situation to explore,experiment,and applied to teaching practice.Students' conceptual change is detected through routine class and post-class testing.The research shows that the teaching strategy of implementing the concept transformation before pressure has a good effect on students' concept transformation before pressure.Pressure concept is invisible and abstract,conceptual change teaching strategies in the process of teaching the concept of perceived "repeat",promotes the student to the understanding and application of the concept of the pressure and promotes the cultivation of students creative thinking,logical thinking and development.Therefore,before the teaching of physics concepts,it is necessary to understand the students' pre-concepts in order to be specific.In teaching,the choice of teaching strategy needs to grasp the thinking characteristics of students,close to the nearest development area of students.Of junior high school students thinking in images dominate,highlighting the physical concept is perceived and visualization,and cognitive conflict of the students' conceptual understanding difficult point was the change of the concept of the students.