Research On Image Representation In Physics Test Of College Entrance Examination

With the advancement of science and technology,words are no longer sufficient to store and express information.The status of image representation has become more and more important.It now enjoys the same status as text representation.Therefore,the position occupied by image representation in physics teaching is also changing.This research uses image representation as the starting point,and uses text analysis and statistical comparison to analyze the National New Curriculum Standard Volume I,National New Curriculum Standard Volume II,National New Curriculum Standard Volume III,Beijing Volume,Tianjin Volume,Jiangsu Volume and Hainan Volume in the five years from2016 to 2020.Statistic analysis and comparative study of seven sets of examination papers have been carried out."General High School Physics Curriculum Standards","Examination Outline","China College Entrance Examination Evaluation System" and "Examination Description" are combined to conduct a theoretical analysis of the propositions of the college entrance examination questions.Then the theory and the image question cases are combined to analyze the propositions in the image questions,information presentation,subject core literacy,content validity and test question structure.Through statistical analysis and comparative research,the following conclusions are drawn: Generally speaking,the total amount of physics papers in the national college entrance examination has basically remained stable every year.The statistical analysis of the number of image questions shows that,except for the 2018 Beijing paper,the total number of image questions in the remaining exam papers is more than 10 each year,accounting for more than 65% of the test questions,reflecting the physical image representation in the exam paper Occupy the main characterization position.The usage of various types of images fluctuates every year.In these five years,the usage of state diagrams is the largest,and the usage of physical objects or physical model diagrams and data charts is less.The usage of comprehensive diagrams in examination papers is increasing year by year.The degree of integration of examination papers is constantly improving.There are experimental images in the examination papers every year,which shows that the examination of experimental inquiry is closely related to images.According to the statistical analysis of the scores of the image questions,the scores of the image questions account for more than55% of the total scores on the examination paper each year.The graphs with high scores in the test paper include function diagrams,process diagrams,state diagrams,and comprehensive type diagrams.Among them,the state diagram has the highest score.The functional relationship diagram reflects the relationship between physical quantities,and mainly examines the students' ability to infer theory and proof.The state diagram reflects a static image,and the process diagram implies a dynamic image,which mainly examines the student's ability to construct models and infer theory.Through the analysis of the contents of the Tianjin volume,it is concluded that the key examination content of the image questions of the Tianjin volume changes every year.In the five years,the level of cognition was mainly analyzed and applied,and the level of memory and understanding accounted for 29%.The level of memory and understanding reflects the examination of physical concepts in the examination paper.Through the analysis of image question cases,it is concluded that the explicit and implicit information contained in the image is rich,and the scenarios designed under different examination requirements are diverse.Combining the results of text analysis and data analysis,from the perspective of image representation,this article proposes teaching suggestions on high school physical images.Teaching suggestions mainly include the following points:(1)Making good use of images to implement physical concepts:(1)Formation of physical concepts;(2)Use of physical concepts;(2)Using images to cultivate scientific thinking:(1)Pay attention to the cultivation of model construction ability;(2)Strengthen the cultivation of the ability to infer theory and evidence;(3)Improve the cultivation of the ability to question innovation;(3)Using images for experimental exploration:(1)Analyzing the experimental graph;(2)Reading the data in the graph;(3)Analyzing the experimental data.