Research On Concept Survey And Teaching Intervention Of Electricity And Magnetism For Senior School Students

"Physical concept" is the foundation of the core literacy of physics,and it is the distillation and sublimation of physical concepts and laws.Understanding the status of physical concepts can make physical concept teaching achieve the target,and it is beneficial to the development of the core literacy.Therefore,this paper selected students in Nansha senior high school as an example.Designing experiments – testing beforehand-teaching intervention – testing afterward,with this method,I want to study the high school students before the learning of electromagnetism concept,and to find a better teaching strategy.Before studying electromagnetism,we tested the pre-electromagnetism concepts,and found that the students had fewer electromagnetism concepts.For example,they did not know the electric field intensity,potential,potential difference,potential energy,resistivity,magnetic induction intensity,magnetic flux and other concepts.Some concepts are misunderstood,such as the nature of triboelectrification(mistakenly thought that it is the positive charge which is transferring),resistance(mistakenly thought that it is related to voltage and current),magnetic inductance line(mistakenly thought that magnetic inductance lines are actually existent and not closed),etc.Based on the reality that students have false preconceptions or no preconceptions,I have taken three kinds of teaching intervention measures successively,and found that " review teaching method" is the best.What's more,the performance of students is more active.The students have better understanding of physical concepts and laws,and they have better performance and high marks in the examination.All of the three interventions improved students' interest in physics learning and classroom participation,promoted their understanding of the concept of electromagnetism,and played a positive role in students' "process learning".Teachers also benefit from the intervention practice,and their scientific literacy and teaching skills have been improved.After learning the electromagnetism,we respectively adopted the electromagnetism concept questions in the final exam and the self-translated electromagnetism concept test paper(CSEM)for post-test.Results show that the performance of the experimental class is similar to the comparative class.The reason may be as follow,one is that the experimental class and the comparative class are in the same level,another is that the teacher of the comparative class also have taken the corresponding and suitable teaching intervention measures for her own students.Through the questionnaire survey,I found that the CSEM scores have nothing to do with gender.Students with "very fond of physics teacher" and "very fond of physics subject" had significantly higher CSEM scores than those with other options.By comparing the overall situation of CSEM of this high school with the test results of a school in the United States and a school in Nantong district,I found that the result of CSEM in Nansha is better.This shows that the students in Nansha district have a relatively good understanding of electromagnetism.Teachers carried out a series of teaching interventions according to the actual situations,and they truly cultivated and improved the students' scientific literacy.CSEM shows that students are likely to have problems in the concepts and learning of electromagnetism.For example,students can't correctly understand the concepts of electric field intensity,electric field force,uniform electric field,lorentz force and electromagnetic induction and so on.They can't judge the direction of electric field intensity and electric field force,the movement of charged particles in the electric field or magnetic field,whether electromagnetic induction occurs,etc.They can't solve complex electrical problems,and they don't know the direction of the current or magnetic field which is determined by the ampere rule.