Investigation And Research On The Understanding Of The Compulsory Knowledge Of High School Students

Physics concepts and laws are the most important and basic content in the basic knowledge of physics in middle schools.In the middle school physics teaching,it is the main task of the middle school physics teaching to make students form clear physics concepts,accurately grasp the laws of physics,build a complete physics knowledge frame,and fully develop their intelligence and ability.In the latest "Standards of General High School Physics Curriculum"(2017),the core literacy of disciplines was condensed,including physical concepts,scientific thinking,scientific inquiry,scientific attitudes and responsibilities,and emphasized that physical concepts are the refinement and sublimation of physical concepts and laws.Is the basis for explaining natural phenomena and solving practical problems from a physics perspective.In the current stage of middle school physics teaching practice,some teachers do not fully realize the importance of physics concept teaching.The rapid-and-improving test-taking teaching method not only fails to form correct physics concepts for students,but also leads to students' inefficiency in physics.Learning physics produces emotions such as fear and disgust.In this context,the task of this research is to investigate and summarize the various misunderstandings produced by students in the study of physical concepts,analyze the reasons for their misunderstandings,and finally make some suggestions.This research mainly explores students' understanding of the mechanics knowledge points of compulsory one in senior high school physics.The author first combed the mechanics concepts of compulsory high school physics through a literature review method,interviewed in-service teachers and experts,and listed the possible misunderstandings that students may have when learning physical concepts;Second,design semi-structured interview topics based on possible misunderstandings of students,and conduct semi-structured interviews with students to further sort out misunderstandings in students' learning concepts;Then,based on the materials obtained from the interview,a "two-stage mechanics questionnaire" was designed,and one middle school in Guilin and Beihai was selected.A total of 8 classes were tested and the questionnaire was recovered.In a good situation,use SPSS 19.0 to perform statistics and analysis on the collected questionnaires,and conduct follow-up interviews with students and in-service teachers to further discuss the reasons for students' misunderstanding of physical concepts;Finally,the following conclusions are drawn based on the results of questionnaires and interviews:1.Students: lack of good thinking habits;differences in cognitive style caused by gender reasons;separation from textbooks,excessive dependence on reference books;wrong attribution.2.Teachers: Not paying attention to student experiments;inappropriate examples in the classroom;inadequate "explicit" education of physical methods;inadequate feedback;inadequate thinking training;education.3.In terms of teaching materials: 1.The content lacks coherence;2.The description of the history of physics is too lacking.On this basis,the author makes the following suggestions to the teaching staff and teaching materials:Teachers: 1.For the teaching of physics concepts and laws,we must strengthen experiments and choose experiments and examples carefully;create a situation close to life to stimulate students 'learning motivation;strengthen the education of physical thinking methods;apply new concepts in different situations;The concepts that are easy to be confused should be compared;in the actual inquiry process,the rules are used to solve problems and promote the students 'independent construction;the education of the essence of science is strengthened in conjunction with the history of physics;,Regular training;drawing ability training;pay attention to appropriate variant training;calculation problem training;focus on reflection and summary,cultivate reflection awareness and thinking habits;4.focus on stage review,guide students to summarize knowledge points;5.respect the gender differences of men and women,teach students according to their aptitude;6.learn more about the knowledge of educational psychology and current student psychology.In terms of textbooks: 1.Properly adjust the order of the contents of the original textbooks;2 Add real and vivid physics history stories to promote the ecologicalization of textbooks.