An Exploration On The Relations Between The Mechanical Concepts Of Primary School Science And Junior Middle School Physics And Their Teaching Application

With the rapid development of the new era and the rapid advancement of science and technology,science education has increasingly become an important link in teaching.As the basic unit of knowledge,concept teaching is a key step in science education.The concept of physics is the basic content of physics,and the concept teaching is the most basic system in physics teaching.The way in which physics concept teaching is developed becomes the key.The study found that primary school science concepts are part of students' pre-concepts,and pre-concepts can be reasonably used in teaching.The full text aims to find out the connection between primary school science and junior high school physics concepts,and research how to use this connection to effectively teach junior high school physics concepts.This article first combed the relevant literature on junior high school physics and elementary school science(hereinafter referred to as junior high school)concept teaching through the literature method,and provided a systematic theoretical basis for the development of this topic.Then,taking the concepts of mechanics in junior high school and elementary school textbooks as examples,applying mathematical methods to explore the characteristics of primary and junior concepts,the connections and differences between concepts.Finally,make full use of the impact of scientific concepts on the teaching of physical concepts to design teaching and draw conclusions through concrete practice.The research focuses on the following issues:(1)What are the characteristics of concepts in elementary school textbooks,and how the concepts of different versions of textbooks are formed differently.(2)What is the relationship between the conception process and the foundation of theelementary school textbook.(3)Similar situation of concepts in elementary school textbooks.(4)Whether junior high school physics teaching based on elementary science concepts is feasible,and how students 'understanding of the same concept changes.Aiming at the above problems,qualitatively analyze the description and formation process of concepts in junior high school textbooks,and quantitatively explain the similarity of junior high school concepts.Use the above characteristics to design junior high school physics teaching,and then design targeted teaching cases based on questionnaires and put them into practice.Practice and then compare and analyze the test results to draw conclusions.research shows:(1)The concept of physics in junior high school focuses on abstract logic or scientific extrapolation.The expression has more professional names,is more scientific and rigorous,and the conclusion is more universal.(2)Qualitative and quantitative analysis shows that there are similarities between the concepts of primary school science and junior high school physics.Teachers can make full use of these similarities to arrange teaching content and design teaching.(3)From the comparison and analysis of the front-to-back statistical graphs,we can see that after the study of scientific concepts in primary schools,students have problems such as incomplete understanding of concepts,and inaccurate application of concepts in practical problems.In the junior high school physics concept teaching,citing scientific concepts to propose methods or scientific inquiry processes will make it easier for students to receive deepened physical concepts and help them understand physics concepts more accurately,that is,to strengthen students' positive transfer of concepts and weaken the negative Impact of migration.