The Teaching Strategy Research On Correction Of Junior High School Physics Concepts Based On "Unconventional Physics" Experiments

Concept is the foundation of physics.The study of physics concept is v-ery important for students.However,students often understand some physical concepts incorrectly n the process of learning.Learning physics requires students to transform concrete physical phenomena into abstract concepts in their minds.Therefore,the learning of physical concepts always needs to be combined with physical experiments.In concept teaching,teachers often use-d to show experimental phenomena with standard equipment.Although it c-an provide necessary perceptual materials,it is not closely related to the act-ual life.As a result,when students use physical concepts to explain practic-al problems,they are prone to conceptual confusion or misconception.The "unconventional" physical experiments carried out with living materials and appliances can make up for the shortcomings of conventional experiments.Because it connects students' life experience,it is helpful to promote student-s' understanding and application of physical concepts.In this study,"unconventional" physical experiments are used to demon strate the relatively complex physical concepts in detail.This study combines "unconventional" physical experiment with physical teaching to help studen-ts correct their preconceptions and misconceptions in the process of learnin-g.According to situational cognition and theoretical learning,the teaching st rategies for "concept error correction" are designed.This paper defines the core concepts of "unconventional" physical expe-riment,pre concept and concept error correction.In this paper,the value and characteristics of "unconventional" physical experiment are briefly describ-ed,and the new concept of "concept error correction" is explained in detail.Based on Situational Cognition and theoretical learning,the teaching strateg-ies for "concept error correction" are designed.Then we combine the "unconventional" physics experiment with this teaching strategy.In this stud-y,the experimental class and the control class were selected for pretest.Aft-er the statistics of the results,we choose the test questions with low accurac-y.This paper analyzes the wrong reasons of the physical concepts fromthree aspects.Select the appropriate teaching strategy and use "unconventional" physical experiment to carry out "concept error correction" teaching.After the teaching,the corresponding post test questions are designed according to the physical concept of error correction in practice.After statistical analysis of the accuracy of each question,we can judge whether the "unconventional" physical experiment is helpful for students to understand the concept of ph-ysics correctly.Short term practical research shows that the application of "unconventional" physical experiment in teaching can effectively reverse students' wrong cognition of physical concepts and deepen students' understanding of phys-ical concepts.In addition,the application of "unconventional" physical experiment in teaching also can make clear the conditions of using physical con-cepts,help students to transfer and apply physical concepts in various probl-em situations and promote the students' in-depth construction of the meanin-g of physical knowledge.At the same time,the combination of "unconventi-onal" physical experiment and concept teaching is helpful to change the traditional teaching mode.Other than this,it also enables students to transfer and apply physics concepts flexibly.