Research On The Concept Of Conservation Of Physics In High School

The new curriculum reform proposes to develop students’ physics concepts.As an important part of physics concepts,conservation concepts play an important role in high school physics teaching.This research theoretically explores the connotation of the concept of conservation,and analyzes the teaching content and current situation of the concept of conservation.First of all,this article distinguishes between concepts and scientific concepts,and realizes that physical concepts are the concretization of scientific concepts in physics.The concept of physics is mainly composed of three basic concepts: physical ontology,physical method,and physical value.The concept of conservation belongs to the concept of physical method.This study compares the concept of conservation of psychology and physics,defines the connotation of the concept of conservation of physics,and clarifies that the concept of conservation of physics in high school consists of three sub-concepts: the concept of material conservation,energy conservation,and momentum conservation.Secondly,this article has determined the teaching content under the concept of energy conservation combined with text research and investigation research.This research takes the curriculum standards of China,the United States,and Australia as the research object.From the curriculum standards of the three countries,the content related to the conservation of energy is screened out and compared and analyzed,and the important physical concepts or concepts under the law of conservation of energy are initially determined.law.In order to investigate the teacher’s recognition of the importance of these concept laws,this article selects 13 related concept laws based on the new curriculum standards and high school physics textbooks,and presents the concept laws in the form of statements,and compiled a questionnaire.Based on Likert’s five-point scoring method,teachers’ evaluations were assigned points.The results showed that 13 physics concepts scored above 3 points,and 11 scored above 4 points.Based on the results of textual research and investigation and research,this paper finally determined 13 important physical concepts and laws under the concept of energy conservation,which will pave the way for determining the content of classroom observation and analysis in the next chapter.Next,this article studies the current teaching status of the concept of energy conservation through classroom observation method.First of all,this article constructs an analytical framework of classroom observation from two dimensions: the formation of conservation concepts and the application of conservation concepts.Through the investigation and research in the previous chapter,more than 95% of teachers believe that the theorem of kinetic energy and the law of conservation of mechanical energy are crucial to the construction of students’ concept of conservation.Therefore,this research focuses on the two classes of "Theorem of Kinetic Energy" and "The Law of Conservation of Mechanical Energy".The relevant classroom records are selected from the network platform of "One Teacher,One Excellent Course",from the construction of knowledge,understanding of knowledge,and integration of knowledge.Dimensionally analyzes the teaching status quo of teachers’ conservation concept construction,and studies the teaching status quo of teachers’ use of conservation concepts from two perspectives: the form of the problem and the method of solving the problem.The results of the study show that teachers emphasize the teaching of students’ knowledge and ignore the process of knowledge construction;teachers have insufficient discussion of the laws of physics in teaching;teachers have not consciously deepened the understanding of students’ knowledge through contextual issues.Finally,the researchers put forward the following suggestions for the teaching of physics concepts: highlight the construction process of the laws of physics concepts,promote the construction of students’ conserved concepts;dig deeper into the connotations of the laws of physics,and guide students to understand the laws of physics at multiple levels and angles;construct logically rigorous The knowledge framework realizes the refinement and sublimation of conceptual laws;closes the connection between physical problems and life,and guides students to apply conserved concepts to practice.