The Studies On The Mental Models In Mechanics Concepts Learning Of Senior One Students

The mental model is an internal representation of the objective world resulting from the interaction between the individual and the objective world.It is a set of cognitive mechanisms that can be used to store,record,filter,and interpret information.The mental model can reflect students' cognition and understanding of things or phenomena,but due to the limitations of individual knowledge and experience,it has individual differences.Studying students 'mental models can better understand the cognitive thinking structure hidden in students' minds,and teach students according to their aptitude,on this basis,to optimize the teaching effect.The study of mechanics concepts in high school involves the construction of many physical models.The correct construction and use of models play an important role in students' application of physics knowledge,and it is also an important entry point for improving problem solving capabilities and breaking through the difficulties of physics learning.For students,in the initial stage of constructing physical models,the mental models they construct are usually imperfect compared to scientific mental models.Understanding students' mental models is an important prerequisite for helping students gradually construct correct physical models.But because it is hidden in the minds of students and has a certain implicitness,we have not paid much attention to mental models for a long time,and it is even weaker to carry out relevant teaching and training according to the formation rules of mental models.It is particularly necessary to carry out investigation and research on mental models of high school students' mechanics concept learning.It can help students better understand and reflect on their own process and characteristics of constructing knowledge,and optimize students' cognitive processes;it can help teachers according to students' existing knowledge experience and cognitive style,better organize teaching and improve the quality of teaching.The main work of this thesis focuses on exploring the mental model of the senior one student about mechanics concepts learning.First,based on the conceptual definition of the mental model,combined with relevant data at home and abroad,the formation mechanism of the mental model is further elaborated.Then formulate test questions around mechanics concepts,including six topics of "kinematics","Newton's first law","Newton's second law","Newton's third law","superposition principle" and"classification of force" content.On this basis,data analysis of the questionnaire results obtained a total of 65 mental models of 14 mechanical concepts,divided the student's mental models into A?B?C three levels and described the content of different levels about mechanical concepts learning,and conclude that the student's mental model has the following main features:(1)Individual differences and one-sidedness:High school students of different levels will use different mental models for analysis when facing the same physical situation or solving the same physical problems;and the mental models constructed by students are usually imperfect and unscientific or partly scientific,possessing one-sided characteristic.(2)Comprehensiveness:When analyzing specific mechanical problems,high school students will use a mixture of mental models on multiple concepts or different mental models on the same mechanical concepts for the situation.The above all show the comprehensive characteristics of the mental model.(3)Instability:The mental model of high school students is easily disturbed by information such as charts and texts.Even when explaining the same problem,they have a tendency to use different mental models for judgment and reasoning,and also indicate the instability and consistency characteristics of the mental model.(4)The degree of consistency is different at different levels:A level students' mental model has a high degree of consistency,and the relevant mental model can be accurately used even in different scenarios.The consistency of mental models of C level students is low.At the same time,it is found that the mental models of students at level A are mostly more scientific mental models,and the levels of B and C are mostly imperfect mental models that are a mixture of initial mental models and scientific models.And as the level of thinking decreases,the more mental models,the more mental models of C-level students,indicating that the C-level students have more heterogeneous thoughts,and the related concepts are not firmly grasped.The mental model has low consistency and needs further improvement.(5)Implicitness and uniqueness:The learning process of students is the process of actively forming and perfecting individual mental models.The mental model is implicit,and the construction of the mental model is done inside the mind.This kind of construction cannot be replaced by others.Just as there are one thousand Hamlet in a thousand readers' minds,for the same concept,the presentation form within the minds of different students,that is,the mental model is different.So the mental model is unique.