Strategies Research On The Change Of Pre-concepts Of Physics Errors Among Senior One Students

With the deepening of the new curriculum reform,to improve students' core science qualities has become one core teaching objective.As an important subject,Physics plays an indispensable role in cultivating students' core qualities in physics.Learning of physical concepts is the linchpin to physics learning and can lay a solid foundation for students' formation of core science qualities,which are required to study physics issues and explain physical phenomena.However,physical concepts cannot be easily grasped by students.Before learning new knowledge,students have already been developed with certain cognitive concept in their mind.These cognitive concepts,which can exert an influence on students' new knowledge,are defined as“pre-concepts”.The existing correct cognitive concepts can boost students' learning of new knowledge.On the contrary,the existing wrong cognition will interfere students' learning of new knowledge.Apart from influencing students' learning of physical concepts,wrong pre-concepts can affect students' development of their core qualities in physics.Therefore,how to change wrong pre-concepts of Senior one students is an issue requiring more attention.Senior one is at the center of the whole senior high school period,which can equip students with correct physical concepts and has a positive influence on the follow-up physics learning.The author,after summarizing literature at home and abroad,introduces the definition of “pre-concept”,influence of pre-concept on physics learning and causes behind the formation of “pre-concept”.Relevant educational theories on change of pre-concepts are adopted as the theoretical basis for this research.New Senior one students are chosen as the research objects.Interview of teachers and pre-experiment test are combined for an in-depth research.By interviewing forefront teachers,the author fully learns that Senior one students,before learning senior high school Physics,have already developed their wrong pre-concepts mainly in five modules,including “motion of a free falling body”,“elastic force”,“frictional force”,“Newton's first law of motion” and “Newton's third law of motion”.Proceeding from these five modules,this paper further examines wrong pre-concepts existing among students through the pre-experiment test and interview of individual students.At the same time,causes behind students' wrong pre-concepts are deeply investigated.Summary of survey and interview results sheds light on the main causes behind the formation of wrong pre-concepts among students,that is,students of this period are accustomed to explaining problems using their intuitive experience;wrong cognition formed by students in their primary school period is not immediately corrected;students are misled by extracurricular information.Based on characteristics of students in this period,and combining relevant educational theories of concept change,this paper attempts to change the existing wrong pre-concepts among students through creating scenarios of questions,resorting to innovational experiments,strengthening communication and cooperation,using logical inference,and comparing new and old knowledge.After the teaching methods are applied to the teaching activities,students are tested again to verify their learning effects.Through statistics of the post-experiment test results and SPSS data analysis,the effects of the teaching methods are obtained.Analysis shows that the teaching methods proposed by this paper are effective,and are of vital importance for Senior one students to change their wrong pre-concepts in physics.Below are main conclusions of this research:(1)It is necessary to create question scenarios that are different from students' current cognition to stimulate cognitive conflicts among students,thus leading students to be suspicious about the existing cognition and sparkling their desire to deepen their research into research questions;(2)Experimental teaching tools should be adopted to efficiently usher students into the classroom scenario,and to make concepts which are abstract and abstruse more concrete and easier for students' analysis;(3)Group discussion is a favorable teaching strategy that can integrate students into classroom learning.In the process of discussion,different ideas can collide with each other to realize a conceptual change;(4)Logical inference should be properly used in the process of teaching,which can help students grasp scientific teaching methods in the process of inference,form a clear thinking for problem analysis,and give up the previous wrong cognition;(5)By comparing new and old knowledge,the teacher can help students distinguish the difference and connection between the knowledge acquired in the middle school and the senior high school,thus further clarifying students' cognition of the new knowledge.