Research On The Teaching Of Physics Concept In Junior Middle School Based On Concept Transformation Theory

Scientific concept is the basic element of scientific knowledge and the structural foundation of scientific knowledge.There are many scientific concepts in the physics course.The students' understanding and mastery of the concept of science will directly affect the learning of their physical knowledge.It is also of great significance to the students' ability to analyze and solve practical problems.Therefore,physical science concept teaching is the key of physics teaching.Before learning scientific concepts,students have obtained some vague and unscientific concepts from their life experiences and practice,which will exert influence on the formation of scientific concept called preconception.The process of turning the vague and incorrect preconception in students' mind into scientific concept through probing students' relevant preconception with the help of effective methods and adopting corresponding teaching strategies is called conceptual transformation.Based on predecessors' research and guided by relevant theories on the cognitive psychology and constructive learning theory,this study conducts the practice research on application of concept transformation theory to the teaching of vaporization and liquefaction in junior high school.In the stage of practice research,the author takes related concepts of vaporization and liquefaction as the object,which eighth grade students must learn to analyze the origin of students' preconception after probing their preconception through interviews and questionnaires.Then,the author determines to take Vaporization and Liquefaction selected from the new teaching material of Education and Science Version of junior middle school physics as the teaching content.In the experimental class,the concept transformation strategy is adopted to teach and the control class adopts the conventional teaching strategy for teaching.By comparing the teaching effect of experimental class and control class,it is found that the concept transformation strategy has a significant effect on promoting the change of students' learning the concept of vaporization and liquefaction.Through practice research,the following conclusions and enlightenment can be reached: the preconception really exists in students' mind,so students' preconception should be probed and effective concept transformed strategy should taken to conduct teaching strategy of conceptual transformation,which plays a vital role in learning scientific concepts;It is an effective way to realize conceptual transformation by arousing students' cognitive conflict through effective strategies.