Practical Research On Learning Progress Of Physical Acceleration Concept In Senior One

Acceleration is the link between kinematics and statics,is an important concept of dynamics,throughout the whole high school physics dynamics.Although many versions of textbooks have been adapted many times,the logic of teaching content is more rigorous and clear,and the connection with modern science and technology is more closely.At the same time,teachers also actively use various means in the classroom,trying to explain from multiple angles,but there are still quite a lot of students can not correctly construct the concept of acceleration.At present,acceleration concept teaching ’ difficult to learn,difficult to teach,abstract difficult to understand ’ situation has not been greatly changed.The empirical study of conceptual learning progress is a hot topic in current scientific education research.The author believes that the concept of learning progress is the students in the study of physical concepts,based on the law of cognitive development from easy to difficult,step by step thinking development path,which ’ order ’ is some of the key ’stepping point ’ or ’ level ’ on the path.How to divide these levels and how to design teaching is a key point in this study.The author draws lessons from the fact experience,mapping,association,concept and integration of concept learning hierarchy model developed by Guo Yuying and others to create a step-by-step learning path for students.The specific approach is that,based on the analysis of teaching materials and the investigation of students ’ learning situation,taking the cognitive complexity of content as the progressive variable,the acceleration concept learning is designed as ’ the speed movement in life ’,’ the expression of speed change ’,’ the speed of comparing speed change in the image ’,’ the construction of acceleration concept and understanding its connotation ’ and ’ the ratio definition connotation,the connection between acceleration and force,and the interdisciplinary concept ’,which are progressive in five levels to help students correctly understand and master the concept of acceleration.By consulting relevant literature and data,the author conducted a pre-class survey of90 students who did not learn the concept of acceleration in the Second Middle School of Cenxi City,and found that there are some false pre-cognitions about the concept of acceleration in students ’ minds.At the same time,through the investigation of 52 students in Class 4 of senior high school on the learning of the ratio definition of pressure and density in junior high school,it is found that most students do not understand the connotation of the ratio definition correctly.Based on the above learning situation,under the guidance of learning progression theory,the author completed the teaching design of acceleration concept learning progression,and implemented the teaching practice in Class4 of Senior One.After class,the author investigated the students ’ mastery of acceleration knowledge,analyzed the teaching effect and summarized the implementation of classroom practice.The results show that the hierarchical progressive learning of concepts can help most students correctly construct and understand the acceleration concept.In this process,students can basically eliminate the false pre-cognition of acceleration,better understand the connotation of the ratio definition,and preliminarily establish the relationship between acceleration and force.The visualization of different speed movements and acceleration directions reduces the difficulty of students ’ learning.However,students are silent in the ’integration ’ level of learning,indicating that students are not familiar with the sublimation of knowledge from the perspective of interdisciplinary concepts or reflective learning process.Finally,according to my own understanding of the theory of learning progression,the author puts forward some suggestions on the teaching of concept learning progression,hoping to help the teaching work of front-line teachers and provide some empirical experience for the teaching practice of physical concept learning progression.