Investigation And Research On The Disparate Thoughts Of "power And Movement" Of Junior High School Students

As one of the core elements of physics teaching,physics concept teaching is the key element for the students to grasp the physical knowledge,to learn the scientific method and experience the process of scientific inquiry,it is also the main way for students' development ability.Therefore,in order to strengthen the students' understanding and grasp of the physical concepts,the concept change teaching has always been highly concerned by the domestic and international physics education researchers.This topic selecting the alternative frameworks of the junior school students' learning "Force and Motion" as the research content,based on Piaget's theory of constructivism and Posner's concept transformation,combined with two sections of test tools researched by David F.Treagust and others,designed and revised the two sets including 10 question of diagnostic test form respectively.The two questionnaires was used to investigate 736 students of grade seven and grade nine from two schools of Zhucheng city of Shandong province.The survey results show that junior high school students in learning the chapter "Force and Motion",the typical alternative conception of grade seven are mainly in 7 aspects:(1)Force is the inherent attribute of life objects,there is a close relationship between quality and size of the object;(2)Exerting force object can only give others force,accepting force object can only accept force,they are independent with each other;(3)Reaction force is produced after the action,there is chronological order of the points;(4)The force that is opposite in the same direction can be offset by each other;(5)Take the life experience or the direction of the paper as the coordinates,as the basis for the gravity direction;(6)The existence form of inertia is the force to maintain the motion of the object;(7)From the resulting results,to measure the size of the force.The typical alternative conception of grade seven are mainly in 4 aspects:(1)The force can be passed,the size and direction of the force are kept constant;(2)Any substance as long as the contact is bound to exist;(3)Liquid does not have inertia;(4)The interaction force is the balance force.The common typical alternative conception of the two grades are mainly in 3 aspects:(1)The reason for maintaining the motion of an object is force;(2)Only the force of ball,spring,rubber band is elastic;(3)Friction can only hinder the movement of the material,and it is bound to reverse the movement of the material.According to the physical "Force and Motion" part of the specific content of junior high school,the reasons for the alternative frameworks of junior high school students are summarized as follows:(1)The living factors:(1)The misunderstanding of the words in daily life;(2)The strongest first impressions of life experience;(3)Interference of social environment.(2)School factors:(1)Teachers ignore the students' original foundation;(2)Unreasonable teaching methods.(3)Personal Factors:(1)Wrong intuition and imagination;(2)Negative transfer of relevant knowledge;(3)Inappropriate analogy.In view of the above research,and combined with the actual teaching practice of junior high school physics in the new era,we put forward 6 teaching suggestions of reducing and changing the alternative frameworks of "Force and Motion" of junior high school students:(1)Full exploration of students' alternative frameworks and improve the pertinence of teaching in class;(2)Design opening teaching situation,prompting students to form the concept of conflict;(3)Carefully prepare the test questions and carry out the basic concept test;(4)To guide students to grasp the scientific way of thinking;(5)To find a new path,pay attention to the outside the classroom.