Advanced Research On The Core Concepts Of High School Physics Electrostatic Field

In 2012,the America National Research Council argued that science education should be based on a few core concepts so that students in different learning period could have a deep grasp of core concepts.It enabled students to have a deeper and more systematic understanding of the subject structure and essence of the discipline.Each learning progression happens in a certain period.At the same time students can deepen their thinking and cognition of what they have learned and mastered step by step.Finally it leads to assimilate the knowledge into their own cognitive structure.This process is called learning progression.Students' learning of core concepts also concurs with learning progression.In the chapter of electrostatic field,students are encountered with electrostatic field for the first time and the biggest obstacle to overcome lies in its abstraction.In addition,this chapter requires students to grasp many complex concepts and formulas and the connection between the various physical quantities is the difficulty of this chapter.What's more,students lack better understanding of "field" materiality.So it's clear that either from teaching or learning analysis,this chapter is a difficult part of high school physics.Therefore,this research decides to carry out around this chapter.In the traditional teaching process,most teachers rely on subjective experience to judge students' reflection and mastery of a certain knowledge point.There is no theoretical basis for the development of students' cognitive level.Therefore,research on the core concepts of this chapter has become the purpose of this paper.The students' learning activities are not only the growth and accumulation of subject knowledge,but also the qualitative changes or even leaps of scientific methods and mathematical tools used in the process of analyzing and solving problems.Therefore,we need to pay full attention to students' progress in the application of scientific methods and mathematical tools.According to the disciplinary logic of high school physics,such concepts are considered to be the core concepts of this chapter,as the Coulomb's law,charge conservation law,electric field intensity,electric potential energy are determined to be the core concepts of this chapter via literature survey method and interview method.Next,the students were tested on the electrostatic field concept.In addition to examining subject knowledge,they also examined the students' mastery of scientific methods and mathematical tools,and then used the Rasch model to analyze the results and obtained the corresponding difficulty levels and students' cognitive level.According to the scientific method of manifesting educational theory,the teaching of scientific methods should be highlighted in teaching activities.This chapter deals with scientific methods such as ratio definition method,analogy method,and model method.In addition,the mathematical tools used by students in learning activities have also been consolidated and developed at the same time,such as the vector algorithm,graphic image method and micro-element method in this chapter.After this,basing on Piaget's theory of continuous development mechanism and the inherent logic of subject knowledge,the learning progression model is constructed from three dimensions: Coulomb's law and law of conservation of charge,the force nature of the electric field,and the energy nature of the electric field.Ultimately,we can learn the progression model of electrostatic chapter.The progression model can help the teacher to analyze the level that students have reached and make it clear that how we should manage the class.Then design the teaching instruction of the Coulomb's law and the electric field intensity.