A Study Of Senior High Physics Concept Based On Analogical Reasoning

There are many abstract physical concepts and laws in senior high school teaching.In order to help students understand,teachers teach these abstract physical concepts and laws with the teaching method of analogical reasoning.After looking up many relevant documents,The mainstream teaching method of analogical reasoning is "Target Concept → Analogical Concept → Similarity Attribute → Analogical Mapping → Distinguishing Differences → New Knowledge".When teachers use this teaching method,they will teach physical concepts and laws from "Target Concept" to "Analogical Concept" directly.In this way,The teaching transition is quite abrupt from old knowledge to new knowledge.Students are passive in learning knowledge and methods.Students accept analogical reasoning passively.It’s hard to understand the physical concepts by this way.It’s adverse to Teaching Reform and Student Development.According to the "Experience Cone" principle proposed by Professor Li Chunmi,Department of Physics,Beijing Normal University,which was learned by the author during the lecture in Beijing on August21,2020.The "Experience Cone" principle is that students learn more knowledge through practice by themselves.The teaching method of analogical reasoning is changed to the mode of "Situation Invasion →Problem Research → Review of Old Knowledge → Analogical Discussion → Formation of New Knowledge → Extension Deepening".And it’s like,"Uses Situation to Lead Problems,Use Problems to Guide Old Knowledge,Use Old Knowledge to Promote Analogy,Use Analogy to Obtain New Knowledge,Use New Knowledge to Solve Applications,and Use Applications to Bring about Transfer".In this way,students experience the analogical reasoning process in the construction of physical concepts.They will turn passive acceptance into active learning.And finally,They will understand the physical concepts deeply.The author advanced the teaching mode of high school physics concepts with the teaching method of analogical reasoning based on the author’s teaching experience.In this study,the author designed two teaching examples.These two teaching examples were "Eddy Current;Electromagnetic Damping and Electromagnetic Drive" and "Liquid".The author used teaching practice to test the teaching mode.And than compared and analyzed the teaching effect.First,the author selected two classes as the control group and the experimental group.Secondly,the author has carried out teaching practice for two semesters.And then,the author collected the data of pretest and post test.Finally,the physical performance of the experimental group was better than the control group.At the same time,in order to test the specific teaching effect,the author designed a specific example about "Eddy Current;Electromagnetic Damping and Electromagnetic Drive".In the end,Students will find analogical reasoning and construct physical concepts through their experience under the background that the core of subject knowledge structure turned into the core of student development.Students have changed from passive acceptance to active discovery,from forced learning to willingness to explore under the implementation of the new teaching mode of analogical reasoning.When students have new problems,they can use analogical reasoning to create analogical reasoning flexibly and become the discoverer or builder of new knowledge.