Analysis,Transformation Strategies Of Pre-concept In Junior High School Physics Teaching And Instructional Designing Cases

Before learning physical scientific concepts and knowledge,junior high school students have frequently formed their own unscientific viewpoints and views on some physical phenomena called pre-concepts.The wrong pre-concepts existing in students' minds always hinder them from learning,understanding and applying the concepts and laws of physical science correctly.Therefore,teachers should be aware of the existence and negative influence of students' pre-concepts,know the pre-concept of students' existence and the transformation strategies of wrong pre-concepts,and carry out careful courses preparation and effective classroom teaching on this basis,which is of great significance to improve the quality of physics teaching.In this dissertation,the relevant research results are used for reference,and the definition,the reasons,characteristics and functions of the formation of the pre-concept are introduced.Combined with the author's teaching experience,the main knowledge points in junior middle school physics curriculum of People's Education Press edition are classified chapter to chapter and the possible wrong pre-concepts of students are listed and analyzed.Under the guidance of theories such as concept transformation,the strategy of pre-concept transformation is put forward,and the targeted teaching design is formulated according to the transformation strategy.According to the transformation strategy,five targeted teaching designs are formulated.The author hopes to help frontline physics teachers scientifically use pre-concepts under the guidance of theory and practice,and adopt appropriate teaching methods to change wrong pre-concepts in teaching practice.The main points and conclusions of the study are as follows:(1)Up to 156 pre-concepts in the 108 knowledge points in junior high school physics teaching are proposed,including 24 in optics,46 in mechanics,and 19 in electromagnetism.(2)Based on the theories such as the concept transformation model,five teaching strategies for concept transformation are proposed: Create a situation and trigger cognitive conflict;Emphasis on experimental inquiry learning to enhance student experience;Grasp the essence of concepts and establish connections between concepts;Skillful use of the fallacy method to promote conceptual change;Rational use of typical examples and variant exercises.(3)According to the transformation strategy,several targeted teaching designs are formulated including plane mirror imaging,sliding friction force,Archimedes principle,Newton's First Law and pressure of liquid.Conceptual transformation strategies are illustrated through specific teaching cases,For example,in the import process of plane mirror imaging,a situation is created by the "candle" that will never go out,so that students have cognitive conflicts,prompting students to change related misconceptions,and further learn and understand the characteristics of plane mirror imaging.The concept transformation strategy is used throughout the teaching process,and it is found that the wrong concepts existing in students have been transformed to varying degrees.