A Survey Of Junior Middle School Physics Teachers' Cognition Of Students' Pre Electricity Concepts

The research shows that students' pre concept can not be ignored in teaching,and teachers' cognition of students' pre concept is the basis of the implementation of the concept.Through the questionnaire survey,we know that although junior middle school physics teachers know some of the pre-school concepts in students' minds,compared with all the pre-school concepts explored in physics teaching research,they only account for one third,which shows that teachers still lack a comprehensive and systematic grasp of the pre-school concepts of students.Through the text analysis of 14 teaching materials related to pedagogy,psychology and physics teaching theory,it is found that the pre concept theoretical knowledge and transformation strategy are short,incomplete and scattered in the teaching materials.After the interview and investigation,we know that junior middle school physics teachers seldom systematically understand the relevant theory of pre concept in the process of undergraduate training,and seldom touch the content of this aspect in the induction training.The ways for them to get the pre concept of students mainly include the gradual accumulation of teachers' own experience,the sporadic communication between teachers and the occasional reading of relevant literature.Teachers can use appropriate teaching strategies and methods to help students change the typical wrong pre concept of electricity in their minds,but there are still parts that can't be changed;the way for them to know the pre concept change strategy is mainly teachers' learning accumulation and thinking experience,teachers' communication and literature reading.Through classroom observation,it is found that in the actual teaching process,teachers subconsciously use a variety of concept transformation strategies based on experience and communication between teachers to conduct electrical teaching,so as to make the electrical knowledge more visualized and help students understand the abstract electrical knowledge,but not to explore the corresponding pre concepts behind these strategies.In view of the above research,it is proposed to systematically improve the introduction of pre concept theory and concept transformation strategy in relevant normal education textbooks and provide corresponding case analysis.The municipal and district teaching and research groups and schools should continue to pay attention to the practice and research of novice teachers on the students' pre concept and concept transformation strategy in the entry training and post job learning,such as the entry training and learning of new teachers,and the municipal and district teaching and research groups can On the one hand,the municipal and district teaching and research groups can organize learning in the form of open class;on the other hand,the school can carry out literature reading exchange meeting of physics teacher's preparation group,arrange new and old teachers "pairing" and other activities to study students' pre concept and Transformation Practice.