Research On High School Students' Understanding Of Electromagnetic Induction Concept Based On Triple Representation

In the context of the "3 + 3" policy of the college entrance examination,th e physics subject has ushered in the "abandonment of examinations" storm.Diffi cult physics learning and low scoring rate are important reasons for candidates to abandon the examination.Difficulties in physics learning are mainly manifested in students' inability to understand physics concepts.For this reason,researchers have carried out research work on concept understanding,and found that concept understanding focuses on establishing appropriate psychological representations.The study of chemistry education shows that the triple representation thinking co mposed of macro-representation,micro-representation and symbolic representation in chemistry learning is conducive to students' understanding of chemistry concep ts.In addition,physics education research shows that teaching with appropriate multiple representations is beneficial to students' understanding of physics concept s.In the study of physical concepts,is there a triple representation similar to ch emistry? It is necessary to clarify the mechanism of multiple representations to p romote the understanding of physical concepts,and to effectively get rid of the difficult predicament of physics.This article first constructs the triple representation model of physical concep ts;secondly,it explores the relationship between the students' ability to triple-rep resentation of the concept of "electromagnetic induction" and their level of conce ptual understanding;finally,based on the triple representation model of the physi cal concept,it investigates the learning of the concept of "electromagnetic inducti on" Difficulties and teaching countermeasures,and using visual means to design the "electromagnetic induction" teaching strategy.The full text is divided into six chapters.Chapters 2 to 4 are the main part of the research:Chapter One Introduction.It mainly elaborates the research question,researc h purpose,research significance and overall design of the research,defines the core concepts in this research,and sorts out the related research development proc ess.By combing the research status of concept understanding,multiple representa tions,and electromagnetic induction teaching at home and abroad,it is found tha t the study of multiple representations mainly focuses on problem solving and co ncept understanding.Among them,multiple representations are more mature in th e field of physical problem solving,and the related concepts The understanding of multiple representations is mainly focused on chemistry and mathematics.The second chapter,through the method of literature research,sorted out the multiple representations in the current physics concept teaching,combined with the characteristics of physics disciplines,constructed a triple representation model of physics concepts: empirical representation,physical representation and symbol ic representation,three representation forms Together,they constructed a complete physical concept.This study discusses the meaning and relationship of the triple representation of physical concepts in detail,and believes that a full understandi ng of a physical concept requires not only mastering these three representations,but also to be able to smoothly convert between these three representations;seco nd,based on Lemke The scientific discourse analysis framework takes the conce pt of "electromagnetic induction" as an example to elaborate the evaluation frame work of the triple representation of physical concepts.Chapter 3,based on the CSEM questionnaire and the college entrance exami nation questions over the years,compiled the electromagnetic induction triple rep resentation conversion questionnaire I.The survey found that the conversion abili ty of the concept triple representation of "electromagnetic induction" is significant ly related to its conceptual understanding ability,compared with the physical repr esentation and symbolic representation.The conversion between empirical represe ntation and physical representation and the conversion between empirical represen tation and symbolic representation are more important in conceptual understandin g;the higher the academic level of students,the stronger the ability to convert c onceptual triple representation,specifically embodied between empirical representa tion and physical representation Conversion and the conversion between empirical representation and symbolic representation.Through student interviews,it was fo und that in the triple representation of the concept of "electromagnetic induction",the interviewed students all had symbolic representation,while only half of the students with empirical and physical representations;in the triple representation o f the "electromagnetic induction" concept,the dynamic Characterizing elements(s uch as "changes in magnetic flux")and hidden characterizing elements(such as "magnetic field inducing current")are easily overlooked or incorrectly characteriz ed.Chapter four,on the basis of questionnaire I,add learning difficulties and te aching strategies,and survey the first-line physics teachers.The results show that the students' learning difficulties in the concept of "electromagnetic induction" a re mainly reflected in three aspects.One is to ignore hidden physical quantities or to characterize it incorrectly,such as induced current,magnetic field of induce d current,etc.;Second,ignore the changed physical quantity or characterize it i ncorrectly,such as the change of magnetic flux;Third,the formula cannot be ap plied correctly.There are four main teaching strategies adopted by the surveyed t eachers in solving these learning difficulties: drawing schematic diagrams,experi mental demonstrations,intensive exercises,and combination of numbers and figur es.Among them,drawing schematic diagrams,experimental demonstrations,and c ombination of numbers and figures are all visual teaching methods.Chapter ?,through the method of literature research,discusses the relationsh ip between multiple representations and visualization,and on this basis,it organi zes the teaching strategies of visualization means to promote the formation of tri ple representations of physical concepts: empirical representations are mainly reali zed by visualization means of real situations;Physical representation is mainly re alized by visual means of hand-drawn illustration;symbol representation is mainl y realized by two visual means of hand-drawn view and information technology.Based on the above teaching strategies,the corresponding teaching schemes are designed for the teaching difficulties in "electromagnetic induction".Chapter ?,based on the previous research,summarizes the role of multiple representations in understanding physical concepts and the importance of visualiz ation methods in teaching physical concepts.Finally,it reflects on the problems i n the research,and points out the deficiencies of the research and the future dev elopment direction.