A Survey On The Concept Of High School Physics Curve Movement And Its Transformation Teaching Research

A new round of education reform has been officially launched.The 19th National Congress of the Communist Party of China clearly proposed that "we develop quality education." To develop and improve the key competencies of students has become the core goal of quality education.Physics is a basic subject in the field of natural science and a basic course that ordinary high school must offer.The cultivation of the key competencies of physics will lay the foundation for students' lifelong development.The physical concept is the foundation of the system of physics knowledge and the foundation of training students' physical key competencies.However,before concept learning,students generally have a self understanding of concept due to the influence of various factors such as daily life experience,which is called "preconception".Preconception affects students' learning of new concept,and ultimately affects the cultivation of students' Physical key competencies.Therefore,it is very important and urgent to investigate the preconceptions of students and study the corresponding teaching strategies of concept transformation.This study is based on the existing research on the preconception of physics at home and abroad,combing the development of preconception research and the research of other scholars.Then,finding that there is a widespread neglect of the chapter "curvilinear motion" in the research of preconception of mechanics.As the first chapter of high school physics compulsory two,curvilinear motion is not only a continuation of the knowledge learned in the first semester,but also a fulcrum for the follow-up content learning,which plays an important role in students' high school physics learning.As a form of motion opposite to straight-line motion,students have no systematic and scientific cognition of it before learning,and the existence and formation reasons of preconception are complex and changeable.If the concept of "curvilinear motion" is not fully understood,it will directly have a negative impact on the subsequent study of "celestial motion" and other chapters,and then affect the understanding of the overall knowledge system of high school physics.Therefore,this study focuses on the missing part of curvilinear motion in the study of mechanical preconception.During the period of educational practice,it investigates the two parallel classes in the high school of practice.It uses FCI questionnaire and interview to investigate the existence of preconception of students,and analyzes the results of pretest questionnaire to find out that students do have relevant preconception.Then,based on the Posner concept transformation model,the concept transformation teaching strategy based on group cooperative learning is designed and put into classroom practice.Then,the FCI questionnaire is used as the timely post-test and the mid-term physics examination paper as the delayed post-test.The results of the two volumes of students are counted and analyzed to verify the effectiveness and durability of the teaching strategy.The main conclusions and implications of this study are as follows:First,through the statistical analysis of the pretest questionnaire,it is found that senior one students do have rich preconception in curvilinear motion.It includes a scientific preconception that has been successfully transformed and three classes of initials(four types)of error conceptions.Second,combined with pretest data and student interviews,three characteristics of the curvilinear motion preconceptions was obtained by analysis,which are universality,spontaneity and difference;and three main causes of the errors curvilinear motion preconceptions was obtained,including the deep-rooted experience of daily life,the lack of abstract thinking and irregular extracurricular influence.Third,through the statistical analysis of the classroom record and the post-test questionnaire,we find that the teaching strategy of concept transformation based on group cooperative learning designed by this study is effective.It is not only coincides with the new educational ideas in the class atmosphere,but also significantly improves the error preconception scientific transformation,lasting effect and learning transfer compared with the traditional teaching,which can give the physics teacher some guidance and worth further study.The significance of this study is to supplement the lack of mechanical preconception research in the field of curvilinear motion,and to provide new ideas for the teaching strategies and methods of curvilinear motion related concepts.At the same time,the advantages of the concept transformation teaching based on group cooperative learning,such as the obvious improvement of the class atmosphere and the enhancement of students' thinking activity,also provide the possibility for the transfer and use of the teaching strategy in other physical concept teaching.