Research On Strengthening Students' Ability Of Graph Representation In Physics Teaching

At present,the education in the middle school focuses more on the ability of students rather than the knowledge itself,and the level of application of knowledge.Especially in the physics discipline,this demand is more obvious,because the physics discipline has the particularity of "learning in books and applying in life".It is because of this particularity that we need to pay attention to the graphical representation that is more consistent with the students' cognitive level at the level of problem solving.The ability of students to have graphical representation is both a manifestation of knowledge integration and a sublimation of knowledge.The ability of graphic representation refers to the ability to process external perceptual cognition through the brain into a graphic with objective facts and characteristics,and use this graphic to solve practical some address.There are two types of graphical express: schematic and function diagrams.Schematic diagrams in physics teaching include force diagrams,diagrams,mind maps,knowledge structure diagrams,tables,etc.Function graphs use function images in the field of mathematics to express the functional relationship between physical quantities.Students with graphic representation ability can easily solve physical problems,build physical models,and depict physical scenes,which is very useful for students to learn physics.In recent years,the college and university entrance examinations also show concern for students' graphic representation capabilities.Based on the above understanding,the main research direction of this paper is how to strengthen the graphics representation ability of middle school students in physics teaching,and provide some reference for improving the graphics representation ability of students at this stage.The detailed research content of this paper is divided into five parts as follows:Part 1: Introduction.This part can be divided into three sections,including the research background and significance,domestic and foreign research status,research ideas and methods.Part 2: Theoretical basis.Consult the literature with "graphic representation" as the key word,clarify and analyze the specific meaning of "graphic representation" and find out the theoretical basis related to it.The theoretical foundations related to this research direction include: knowledge visualization theory,information processing theory,problem solving theory,thinking theory,and zone of proximal development theory.Part 3: To explore how to strengthen students' graphic representation ability in different types of courses,including concept lessons,exercise classes,experimental classes,review classes.Finally,"gong" is used as a teaching case for specific explanation.Part 4: Questionnaire survey.Designed and distributed a questionnaire on "Study on the Status Quo of Physical Graphic Representation Ability of High School Students".The questionnaire was divided into three perspectives.Through the analysis of the questionnaire results,it reflects the graphic representation ability of contemporary high school students and explores the factors that affect the students' graphic representation ability.Part 5: Teaching strategies.This article proposes three teaching strategies for strengthening students' graphic representation ability: selecting appropriate types of graphic representation,generalizing and constructing general physical models,and avoiding the "traps" brought by graphic representation and the dominant position of teachers.Using the above five strategies can improve students' graphic representation ability and stimulate students' awareness of applying graphic representation.