Research On Image Comprehension Of Physical Kinematics For High School Students

Image is an important way to describe physical phenomena and explain physical laws.Physical kinematics images are the first type of image problems encountered by high school physics.They are one of the components of physical images.The understanding of kinematic images plays an impor;tant role in physics learning.The role.However,when I was internship in middle school,I found that there are still some problems in middle school studentsl understanding of physical images.In recent years,more and more attention has been paid to the examination of physical images.The requirements of curriculum standards for students to use and understand physical images are gradually increasing.Students'learning,understanding and attention to physical images should become the focus of attention of physics teachers and high school students today.This study investigated the kinematic image understanding of a provincial standardized high school student in Dongguan by using the Kinematics Image Comprehension Test Scale(TUG-K version 4.0)developed by North Carolina State University and the final open question.From the following two aspects:First,the overall situation of the kinematics image understanding of the high school students and the scores in seven dimensions.Analyze the overall situation of the students'answers and judge whether there is significant difference in the scores of the students in different genders,high and low groups.Second,according to the knowledge of kinematics and the law of student cognitive development,determine the three concepts of kinematic image understanding.The average answer rate of students is combined with the conceptual knowledge to analyze and analyze the typical mistakes of students,and summarize the difficulties and reasons for the students'image understanding.The main conclusions of this study are as follows:(1)Students'ability to transfer mathematics knowledge is weak and cannot be well integrated with physical problems.Common types of errors in physics concepts are image confusion,confusion of the meaning of the slope of the line,and confusion of text descriptions;students'abstract thinking ability is not enough,and the moving image is often mistaken as the actual motion trajectory of the object.(2)Common t,ypes of errors in physical concepts are image confusion,confusion of the meaning of the slope of the line,and confusion of text descriptions;(3)The students'abstract thinking ability is not enough.It is often wrong to regard the moving image as the actual motion trajectory of the object and the difficulty in understanding the abstract letters on the coordinate axes.(4)The performance of the student TUG-K measurement scale in each dimension,the best performance is obtained by the velocity-time diagram,and the acceleration of the acceleration-time diagram is the worst.(5)In the image interchange dimension,displacement-time graph is transformed into a speed-time graph showing the worst performance.Converting the speed-time graph into an acceleration-time graph performs best.(6)Students have a good understanding of the common constant acceleration image,and when they encounter a uniformly increased acceleration image,they cannot correctly understand the motion state represented by the object.(7)There is no difference in the scores of students of different genders.However,there are some differences in the level of understanding between high and low group students.According to the problems existing in the understanding of kinematic images and the answers to the final open quiz questions in the whole volume,the paper further summarizes the suggestions for the teaching of high school physical image:distinguishing the nature and significance of physical images;experiencing the process of autonomous composition and using computer technology teaching.