Research On Teaching Strategies To Promote The Development Of Physics Concept Of Senior High School Students

"Ordinary high school curriculum standards(2017 edition),the formation and development of" physical "as the objective of physics and teach,physical concepts are learners beyond material,movement and interaction,energy and other relevant facts,concepts and principles of more general force and guidance force formed in the mind thoughts,perspective,viewpoint and method,system,strategy and idea that learners successfully explain natural phenomena and essential basis of solving practical problems.However,in theoretical research and teaching practice,people are afraid of the abstractness and difficulty of observation of "physical concept",and feel that the physical concept is too high to explain and control.This study attempts to explore the concretization,generative,development,observability and teachability of physical concepts through conceptual construction,practical reflection,empirical research and other approaches,so as to provide reference for physics teachers to solve physics teaching problems and facilitate the implementation of new national curriculum.This study by constructivism theory as the guiding ideology,and integrated the "standard of a new generation of science and education" and bo,and others about conceptual change research,on the basis of physical concept to construct a important way to resolve the students learning difficulties,physical concept more than physical concept,the law itself has the ability to migrate,for example,when students in the experiment,problem sets,to the construction of classroom inquiry "as the ship's speed and the speed in the direction perpendicular to the direction,the shortest route of the boat" this concept,he will be able to call all kinds of formulas,principles to solve similar problems,when students meet new problems,They also solve practical problems by constructing and reconstructing physical concepts.In order to explore the teaching analysis and design methods based on the conceptconstruction and concept development,this study proposes the analysis based on textbooks and exercises to summarize the beneficial concepts.Based on the design of learning progression,the learning process from concept,principle to concept construction is orderly arranged.Based on the renewal of teachers' ideas,a learner-centered physics learning process is constructed,in which students are organized to construct ideas independently,find their own shortcomings and advantages,and learn along with the trend,so as to make ideas visualized and functional.This paper takes "the synthesis and decomposition of motion" as an example to illustrate the practical application of this teaching strategy.Ideas to construct the teaching strategies of further empirical research on the author teaches unit teaching implementation,using elaborate instructional design to teaching practice,classroom activity is used to record the teacher and students and classroom interaction,through the analysis of the measuring problem of classroom and after-school records to analyze student's study,roughly judge high student physical development situation;Two classes were selected to carry out the corresponding experiments,and the final results of the experiments were analyzed,summarized and reflected,so as to provide more references and Suggestions for teachers and students to further explore the concept teaching in the future.The conclusion of this research: "the idea for this" teaching design and implementation of the strategy of construction has a positive effect on students,by making the students are divided into experimental class and that in comparative classes for teaching,after two months of practice time,in order to test after test results have been compared with the test before,the conclusion is average,but the two class student's result there was no significant difference.This result is also in my expectation,because the formation and development of physical ideas is a slow process;Immediately after the beginning of the second semester,I continued to follow up the practice for one month,and tested the students one month later,and found that the test results of the experimental class began to differ from those of the control class.