Teaching Research On Improving Students' Understanding Based On Pre-physics Concepts

In physics learning,pre-concept has a great influence on students.Before students study physics,they already have some relevant knowledge and certain thinking mode in their minds,which are collectively referred to as pre-concepts.Among them,the wrong cognition is called the wrong pre-concept,and the one consistent with the scientific concept is called the correct pre-concept.They largely determine students' acceptance of physical science knowledge,that is,their understanding of scientific knowledge.Therefore,in the process of physics teaching,if students can understand the understanding of the knowledge before accepting the new knowledge,it is particularly important to understand the concepts and rules in the actual learning.As for whether students can master knowledge,drawing inferences from one to the other is an important reflection of students' learning ability,which is also an important support for students' learning.The progress of students' learning ability is not achieved overnight,but throughout the whole teaching process.Teachers are responsible for cultivating students' understanding in the whole teaching process.Aiming at improving students' physical understanding,this paper selects the electromagnetic knowledge in middle school physics as the teaching content,adopts the method of literature analysis,questionnaire survey and case analysis,and improves students' understanding based on the former concept for teaching practice.It mainly completes the research work from the following aspects.1.To explore the research process of pre-concept at home and abroad,especially the teaching research on the concept transformation of electromagnetism.2.Investigate and analyze the current situation of physical understanding of junior high school students.It is found that students are less active in learning physics knowledge and lack of understanding of physics knowledge.3.In view of the current situation of low comprehension level of students,based on relevant theories and the teaching practice experience of predecessors,students in the second year of Humen middle school,an internship unit,are selected as the research objects,and the practice research of "pre-test-teaching intervention-post-test" is adopted to conclude the teaching strategies to improve students' comprehension based on the pre-concept.4.Through the comparison of the learning effect between the experimental group and the control group,it is found that the pre-concept-based teaching is of great help to students' understanding and learning effect.The research in this paper shows that,on the basis of mastering the current situation of students' pre-concept,the transformation or transfer of pre-concept can be completed through students' independent learning,cooperative exploration and self-evaluation,which is conducive to the improvement of students' ability to recognize,transfer,apply and question knowledge.Pre-concept teaching can promote students' overall control of knowledge,clarify the nature of knowledge,construct scientific learning thinking,so as to better understand and apply knowledge and enhance understanding.