The Investigation And Conceptual Change Study Of Optics Preconception Based On High School Students

In the era of globalization,education pays more attention to the cultivation of people's core literacy,which is the key quality and comprehensive ability necessary to cope with the changing social environment.Physical concepts are the basis of cognition and thinking,and the degree of understanding of concepts affects the establishment of students' physical concepts.Therefore,the construction of physical science concepts is crucial to the cultivation of students' core literacy,and the existing "pre-concepts" in students' minds before learning physical concepts will affect the establishment of students' scientific concepts.This paper investigates the pre-optical concepts of senior high school students through questionnaires and interviews,and proposes strategies for the transformation of pre-optical concepts,including the following five parts:The first chapter introduces the background and significance of the pre-optical concept research,the overview of the research at home and abroad,and the framework and innovation points of the paper.The second chapter defines concept and pre-concept,summarizes the characteristics of pre-concept and its influence on concept teaching,and introduces the concept transformation theory,cognitivism learning theory and constructivism learning theory used to guide the transformation of pre-concept.The third chapter generalizes the concept of optical in high school physics,the eight ways to determine the concept of optical investigation,the characteristics of light,light transmission,reflection and refraction of light,interference of light,diffraction of light,the polarization of light,laser,photoelectric effect,the process of questionnaire design,has carried on the statistical analysis,the result of the questionnaire Some pre-optical concepts of senior high school students were confirmed by interviews with students and teachers.In chapter four,six strategies for concept transformation are proposed based on the theories in Chapter two,including constructing scientific concepts under the guidance of core literacy,revealing pre-concepts in diagnostic evaluation,grasping the essence of concepts in comparison,perfecting concepts in communication,reproducing the process of concept establishment in inquiry,and completing concept transformation in application.The fifth chapter summarizes the research results and analyzes the existing shortcomings.