Diagnosis And Transformation Of Pre-concepts In Junior Middle School Mechanics

With the gradual deepening of education reform,improving students' core literacy has become an important goal of the education sector.As the physics of important disciplines,the implementation of the physical core literacy training of students will directly affect the effect of educational reform,and the study of physical concepts is one of the core contents of physical core literacy training.However,before the students formally learn the relevant knowledge,there is already some original knowledge in the mind and the way of thinking that the knowledge is formed.They largely determine the students' understanding of the new knowledge.We call it "Pre-concepts".These pre-concepts affect the learning of physical concepts,which affect the development of physical core literacy and the effectiveness of educational reforms in turn.Therefore,it is extremely important to explore and transform the pre-concepts related to physical concepts.This study first sorts out the research of predecessors and clarifies the development of the pre-concepts and concept transformation,including concepts,physics concepts,pre-concepts,concept transformation strategies,etc.,and under the guidance of the constructivist theory,cognitive development theory,recent development zone theory and cognitive assimilation theory,and take the basic nature of the force in the second physics curriculum,the relationship between movement and force,and several typical forces as the research contents,and use the two-stage diagnostic measurement tool to conduct tests and investigate some second-year students and all physcis teachers from four schools in the Korla region of Bazhou in Xinjiang.FIve tasks were completed:The first was to understand the distribution of the pre-concepts in the students' minds;The second is to compare the teachers hold that the pre-concepts in the students' mind and the real pre-concepts of the students,and to understand the degree of difference;The third was to analyze the correlation between the pre-concepts and realize the classification of the pre-concepts of the students.Based orn these,the concept transformation strategy used in this study was determined;The fourth is to study the differences in the formation of pre-concepts between ethnic differences.At last,in order to further confirm the validity of the concept transformation strategy,a month of teaching practice and research was carried out.The chapter" Strength and Movement" was used as the research object,and the quasi-experimental research design method was used to explore the applicability and effectiveness of the concept transformation strategy.The main conclusions of the study are:1?The existence of the pre-concepts is universal,and 37 pre-concepts are obtained after the related concepts of force are investigated,Among them,the basic concepts and properties of force has 18 pre-concepts,and the relationship between movement and force has 7 pre-concepts.There are 13 pre-concepts for several typical forces,named elastic,friction and buoyancy.2?The teachers hold that the pre-concepts in the students' mind is quite different from the real pre-concepts in the students' mind.The teachers don't pay much attention to the specific content of the pre-concepts of the student in the teaching process,or don't compare what he regard the pre-concepts of the student with the real pre-concepts of the student,which is the main reason for the poor effect of the pre-concepts change.3?A statistical analysis of the correlation between the 37 pre-concepts shows that there are 16 pre-concepts and other pre-concepts with a high level of association,and the relationship between them is stated one by one.4?Through the differential analysis of the pre-concepts in the nation,it is found that the national culture and different life backgrounds have no influence on the content of the pre-concepts,but the detailed analysis of the specific knowledge reveals that there are 10 points of the pre-concepts knowledge has significant differences between the three ethnic groups.5?The traditional teaching method isn't effective for the transformation of the pre-concepts,and the group cooperative teaching has a certain effect on the transformation of the pre-concepts and the effect is persistent,which has certain guidance meaning for the frontline physics teacher.