Investigation And Research On The Myth Concept Of Physical Mechanics Of High School Students

"Misconception"refers to the understanding of the inconsistency of scientific concepts in the minds of students.The existence of the concept of myths seriously affects students'mastery of scientific concepts,which is not conducive to students to establish correct physical concepts,thus affecting the core literacy of students'physics disciplines form.The mechanics part has a fundamental and decisive role in the high school physics knowledge system.Therefore,it is important to find out the mythological concept of students in the physical mechanics part of high school,find out the reasons for students to produce myths,and propose corresponding transformation strategies.High school students in Beijing and Liangshan Yi nationality Autonomousr.Prefecture may have different myths in the process of high school physical mechanics learning due to differences in teaching environment,teacher strength,experimental conditions and national culture.Therefore,based on the FCI test volume,The second-order test volume of high school mechanics myths concept was compiled to explore the high school physics mechanics myth concept of 106 high school students in three middle schools in Beijing and Liangshan Yi nationality areas.According to the results of the mythological concept,the teachers were interviewed,the mythological concepts and differences of students in the two regions were analyzed,and the causes were analyzed.The corresponding teaching suggestions were proposed according to the characteristics of the students'mechanical myths in Beijing and Liangshan Yi areas.The survey results show that students in the Beijing and Liangshan Yi nationality areas have more myths about the construction and stress analysis of the circular motion model and the flat-like motion model;there is a myth about the force analysis of objects doing free fall motion.In the case of examining the same knowledge points and different physical models,students have fewer myths about the familiar mechanics models and more myths about the unfamiliar mechanical models;and students have different concepts of mechanics.There is no clear understanding of the connection.Students in the Liangshan Yi area still have myths about many basic mechanical concepts,such as centripetal force,centrifugal force,scalar and vector.At the same time,there are many hidden myths of mechanics in this area.These myths include:Newton's three laws,the nature and classification of force,the synthesis and decomposition of motion,the relationship between velocity and acceleration,and the uniform linear motion object.The force analysis,the nature of the split motion of the flat throw motion,the instantaneous force of the force and the source of the centripetal force.Based on the above findings,the corresponding teaching suggestions and strategies are proposed for the characteristics of high school students in the two places.For example,teachers in the Beijing and Liangshan Yi nationality areas should give an in-depth explanation and comprehensive summary of the basic high school physics and mechanics concepts,and summarize the differences and connections between the various mechanical concepts in a timely manner;teachers should pay attention to guiding students in the teaching process.The physical modeling process is cultivated to cultivate students'physical modeling ability.In the usual teaching process,teachers can explore the myth of students by testing and interviewing students;the teachers in Beijing and Liangshan Yi nationality are in mechanics.In the teaching process of the concept,students can be presented with the familiar physical situations and models according to the actual situation of different regions.Teachers in the Liangshan Yi nationality area can develop physics curriculum resources with ethnic characteristics from the traditional culture of the Yi nationality,and develop a physical education quality monitoring system for the Liangshan Yi nationality area.At the same time,we can learn from the teaching concepts of some schools in Beijing and try the teaching mode of“learning first and then teaching”in order to achieve strengths and avoid weaknesses and teach students in accordance with their aptitude.