The Study About Teaching Design Of Physics Concept In Junior Middle School Based On Preconception

In 2001,the Outline of Basic Education Curriculum Reform Outline(Trial Implementation)was promulgated and implemented,suggesting that teachers should pay attention to students' preconception.In 2011,Physics Curriculum Standards for Full-time Compulsory Education,it is emphasized that teaching should be close to students' life.Teachers are advised to integrate physics preconception into the classroom to help student construct scientific concept.However,through educational practice,the author has learned that current physics teachers neglect students' preconception when they are teaching,has made students caused puzzle when they construct scientific concept.Therefore,this thesis select preconception as the starting point to carry out the research on the teaching design about physics concept in junior middle school.The first part of this study introduce the origin and current situation about preconception,select physics concept teaching in junior middle school as research content according to students' influence by preconception,determined research methods combined with the real life.In second part,it defines the related fields of preconception,concept teaching and instructional design,discuss connotations and characteristics of preconception,analyse characteristics,processes and strategies of physical concept teaching,and expound principles and specific steps of instructional design.The third part is a basic brief introduce about Constructivist Learning Theory,Cognitive Learning Theory,Meaningful Learning Theory,Concept Change Learning Theory that needed in this study,and seek theoretical support of using physical preconception into teaching from perspective of psychology.In fourth part,junior middle school physics teachers and students were surveyed by questionnaires,the results of survey were presented in charts and obtained corresponding conclusions through analysis.In fifth part,preconception situation explored is integrated into the process in an appropriate way to form corresponding teaching design.In the process of teaching design,the author uses story telling,situation creating,experimental exploring,video broadcasting,old knowledge reviewing,word discriminating and other ways to make students break through preconception and complete construction of scientific concept.The last part is a summary of this study,analysis the shortcomings of this study,make a prospect for follow-uprelated research.Teaching designs of physics concept in junior middle school based on preconception in this study has sufficient theoretical basis for learning and real data support,is an exploration of efficient classroom teaching path,is also a enrichment and supplement to preconception theory,it also has reference significance and reference value for junior middle school physics teachers from front-line.