Study On Learning Progression Of Energy During Middle School Years

In the traditional indoctrination education,the sole emphasis on imparting knowledge and the neglect of the establishment of scientific system can no longer adapt to the development of the times.In order to solve this problem,the education circle puts forward the study of learning progression.This thesis focuses on “energy”,a concept appearing continuously in the textbooks of middle school and senior high school.And it attempts to establish the learning progression of energy conservation in middle school and senior high school based on such methods as literature method and questionnaire survey.This aims at helping teachers to better set teaching objectives and to integrate scientific concepts in energy system,which will provide students with a multi step path conforming to the development of their thinking in the process of learning the concept of energy.Considering the trivial and complicated knowledge involved,the construction of the progressive level of the energy conservation system is divided into three parts: energy transformation and conservation in mechanical motion,energy transformation and conservation in circuit and electromagnetic induction and energy transformation and conservation in internal energy and atomic physics.First of all,the curriculum standards and textbooks of middle school and senior high school physics are collected and summarized,a questionnaire survey is answered by related teacher sand examination questions involving energy in Henan Provincial Middle School Exam Papers,College Entrance Examination Papers.This helps make the concept of energy clear.Then,the concept diagram of the core concept of energy based on the practical teaching nodes,curriculum standards and the textbooks of middle school.After that,the expert concept diagram is finished and the learning progression hypothesis is determined.Next,a text questionnaire based on the concept diagram is designed for students in four grades(Grade Three of middle school,Grade One,Grade Two and Grade Three of senior high school).Finally,the learning progression of the concept of energy is made on the heels of the analysis of the questionnaire results according to the “accuracy rate – concentration” model and the revision of the learning progression hypothesis.There are seven levels: Level 1,Level 2B,Level 2A,Level 3B,Level 3A,level 4B and level 4A.The results show that most students can reach Level 1 after finishing the study in middle school.With a preliminary understanding of the conservation and transformation of energy,they can apply the principle of energy conservation to qualitative analysis of common physical phenomena in life although they do not have a thorough understanding of the important theory that “work is a measure of energy transformation”.Most students at the end of Grade One can reach Level 2B and master the specific meaning of the relation between work and energy;about 20% of the students can reach Level 2A and can analyze the two situations of energy conservation of the system from the perspective of kinetic energy theory.In the second grade of senior high school,most students can reach Level 3B,and have a deep understanding of the law of energy conservation in the phenomena of electric field and electromagnetic induction.They realize that the motional electromotive forces in Lenz’s Law and Faraday’s electromotive force are the concrete reflection of the law of energy conservation.At the end of the third year of senior high school,most students can reach Level4 Band can understand the energy conservation in atomic physics.Due to the limitation of the curriculum,very few students can reach Level 4A in senior high school,understand the three laws of thermodynamics.Finally,this thesis offers effective suggestions for physics teaching in middle school and senior high school on the basis of practice and learning progression.And a teaching design on Energy Conservation Law will be put into practice based on learning progression.