| The Ministry of Education of People’s Republic of China(PRC)has formulated the Curriculum Standard of Physics for Ordinary Senior High Schools(revised in 2020,2017).The document points out that "physical concept" is one of the core literacy,and it is the refinement and sublimation of physical concepts and laws in the mind,which means that the study of physical concepts and laws has been raised to the level of epistemology.In order to help students cultivate physical concepts,we must pay attention to the in-depth understanding of physical concepts and laws.Physical meaning is the product of in-depth study of physical concepts and laws.Only when students have a deep understanding of physical concepts and laws will they generate corresponding physical meaning,so physical meaning plays a decisive role in the formation of physical concepts.To sum up,the study of physical meaning has great theoretical and practical value.At present,there are few researches related to the meaning generation of physical concepts,which mainly focus on discussing the definition and connotation of physical meaning and analyzing the physical meaning behind specific physical concepts.However,there is no unified definition of physical meaning,and there is a lack of students as the research subject to discuss their research on the generation of physical meaning.Therefore,this study will discuss and study the connotation structure of physical meaning,the formation of physical meaning frame table and the present situation of physical meaning generation.Based on the relevant theoretical basis,this study discusses the relationship between the teaching of physical concepts and the general path of meaning generation,clarifies the relationship between physical concepts and physical meanings,and defines the connotation structure of physical meanings.In order to test the generation of physical meaning,this study chooses the important physical concepts of junior high school "pressure","pressure" and "buoyancy" as the research content,takes the connotation structure of physical meaning as the theoretical basis,and completes the establishment of the physical meaning frame table by means of expert consultation;Based on SOLO’s classification theory,the physical meaning test questionnaire is compiled,and the final test items include Z,Z-X,Z-Y and Z-X-Y,which respectively examine different physical meaning dimensions.Based on SOLO classification theory,the scoring standard is formulated,and the quality inspection of the test questionnaire is tested by Rasch model,and the formal test questionnaire is determined after the quality inspection is qualified.Finally,a paper-and-pencil test was conducted on the third grade by using the physical meaning test questionnaire that passed the quality inspection,including 135 students in the key class and 133 students in the ordinary class.The survey results were analyzed and discussed from four aspects: the performance of the subjects in the dimension of physical meaning generation,the score distribution of the test questionnaire,the differences between the key class and the ordinary class,and the specific answers.The main conclusions are as follows:(1)Based on relevant theoretical research,this study defines the connotation structure of physical meaning including three dimensions: physical essence,prerequisite and situational interpretation."Physical essence" refers to the essential attributes and connotations of physical concepts;"Preconditions" refer to the applicable scope and conditions of physical concepts and laws;"Situational interpretation" means that students can correctly explain physical phenomena and situations.Then,based on the connotation structure of physical meaning,the frame table of physical meaning of specific physical concepts is obtained by sorting out and analyzing,which lays the foundation for testing the present situation of physical meaning generation.(2)At present,the generation of junior middle school students’ physical meaning focuses on the development of the dimension of "physical essence",but the generation of the dimensions of "prerequisite" and "situational explanation" is not ideal.The comprehensive grasp of the physical meaning dimension in the Z-Y-X type test questions corresponds to a higher level of thinking structure,which is only achieved by a few students.(3)For the concepts of "solid pressure","liquid pressure" and "buoyancy",at present,most students are at the starting point of physical meaning generation,and most of the rest students are in an important period of transition from multi-point structure to related structure;As for "atmospheric pressure",many junior high school students are developing to a high level of physical meaning,but many students have not yet generated physical meaning,which shows that there are great differences among students of different learning levels in the process of generating physical meaning of this concept;Compared with other physical concepts,the physical meaning of the concept of "stress" is the most unsatisfactory.Most students are at a shallow learning level and have not generated the corresponding physical meaning,which may be related to the requirements for the teaching content of "stress" in the curriculum standard and the abstraction of the concept itself.(4)There are significant differences in the test results of physical meaning generation between ordinary classes and key classes,that is,the test results of key classes are significantly higher than those of ordinary classes,which may be related to students’ reflective learning and pre-concept at different learning levels.(5)At present,there are several reasons that may lead to students’ failure to generate physical meaning: the ability to identify the situation of physical problems is not ideal,and the essential problems cannot be grasped;Rigid grasp of physical formulas,mechanical use;Do not understand the physical essence of the concept,and draw a conclusion by formula;The ability of knowledge association and integration is not ideal. |
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