Teaching Research On The Related Concepts Of “Force” In Compulsory Education Stage Based On Learning Progression

Students have certain preconceptions before studying physics in junior middle school.Some of these preconceptions come from life experience,and some come from the study of “Science” in primary school.Due to factors such as poor communication between science teachers and physics teachers in compulsory education,teachers in the two stages are relatively unfamiliar with each other's teaching content.This will lead to the problem of learning progression,for example,students have problem in the progression of related concepts of “force”.At the stage of compulsory education,what are the problems in learning related concepts of “force” based on learning progression? How to solve these problems? What should students do when they make mistakes in former conceptual transformation related to “force”? Based on the above problems,this thesis proposes a teaching research on related concepts of “force” in compulsory education stage based on learning progression.First of all,this thesis briefly introduces the study of learning progression,the teaching study of physics concept in compulsory education stage,the study of physics related textbooks in compulsory education stage,the teaching study of related concepts of “force”,and the study of related concepts of “force” in learning progression through the literature method.By comparing and analyzing the relevant teaching contents and requirements about “force” in compulsory education stage,it provides reference basis for the design of test,the analysis of teaching content about gravity and the analysis of learning situation.Students' study situation of related concepts of “force” in compulsory education was investigated by means of test questions,questionnaires,and so on.Interview Survey was conducted with science teachers and physics teachers to understand the teaching situation of related concepts of “force”.Through the analysis of the survey results,the problems existing in the learning progression of concepts related to “force” are obtained.Primary school students: Their interest in learning needs to be improved;They are not familiar with the use of experimental equipment;They are not clear about the key points of learning;The concept of “force” cannot be connected with the physical situation;They have insufficient understanding of similar concepts;They have low understanding of the relationship between “force” related knowledge and STSE.The relevant teaching contents about coherence to “force” in junior middle school are also insufficient.Junior middle school students: Their interest in learning needs to be improved;They fail to effectively promote the transformation of the preconceptions related to “force”;They lack the ability to associate the concept related to “force” with physical situation;They lack the ability to systematically analyze the concept related to “force” and they need to strengthen their understanding of the relationship between concepts.Aiming at the problems existing in the learning progression of concepts related to “force”,targeted teaching strategies are proposed and analyzed in relevant teaching segments.Suggestions for primary school science teaching: Improve students' interest in learning;Pay attention to the use of experimental equipment;Guide students to make clear the key points of learning;Guide students to connect “force” related concepts with physical situations;Guide students to distinguish similar concepts and improve students' ability to connect the knowledge of “force” with STSE.In the aspect of physics teaching in junior middle school,the learning progression strategy for concepts related to “force” is put forward,and the relevant teaching fragments of “Gravity” are analyzed.The strategy consists of nine steps,which are “Grasping the connecting content between teaching materials and primary schools”,“Understanding learning situation”,“Using students' existing experience”,“Building the mapping relationship between concepts and physical situations”,“Guiding students to understand the connotation of concepts”,“Distinguishing similar concepts”,“Understanding the relationship between concepts”,“Practice consolidation” and “Summary promotion”.This thesis also puts forward the transformation strategy of the former concept related to “force”,and analyzes it in conjunction with the relevant teaching fragments of “Friction”.The strategy consists of five steps,which are “Making rational use of students' preconceptions”,“Making use of students' dissatisfaction with preconceptions”,“Building new concepts”,“Understanding the relationship between concepts” and “Correctly using new concepts”.Finally,it is hoped that this research will arouse widespread social attention to scientific enlightenment.At the same time,I hope this study will be helpful for educators to study the teaching content related to “force” in the compulsory education stage and the concept teaching based on the learning progression in the compulsory education stage.