Research On Teaching Strategies Of Typical Misconceptions In High School Physical Electricity

Concept teaching is a crucial link in physics teaching.Whether students can establish scientific physics concept is the basis of physics learning.In concept learning,students tend to leave some incorrect or incomplete concepts after learning the new course due to the experience in life or inadequate learning,that is,the formation of the concept of myth.The concept of myth is a great barrier to deeper application of rules and is difficult to change.How to carry out effective concept learning has become an urgent problem for concept teaching.The concept transformation theory based on constructivism is a popular concept teaching theory in recent years,and it has been relatively mature at present.There are many proven and effective concept transformation teaching modes,among which the5 E teaching mode is a rapid development in recent years,and has been widely used in various countries and disciplines.Dual situational learning model(DSLM)is one of them,but there are few researches.In this paper,the basic theory of concept change,the basic theory and method of dual-context learning model,the basic theory and method of 5E teaching model are summarized briefly and validated,which can be used as reference.By means of questionnaire survey and interview,this paper firstly investigates the cognition of electrical concepts of teachers in two regions,including important concepts in electrical science,concepts that are easy to form myths and concrete myths.To understand the current teachers in the teaching of difficult concepts commonly used strategies and shortcomings.The concepts that teachers generally think are important and easy to form the concept of myth: "electromotive force" and "electromotive force" are selected as the next exploration content.On the basis of the teachers’ survey results,a questionnaire was designed and implemented for students.After the questionnaire was implemented,students were interviewed and asked about the reasons why students chose wrong options and the concepts of electrical parts that students thought were difficult to understand.Combined with the results of questionnaire and interview,this paper analyzes the typical myths of students in electromotive force and electromotive force.The typical myths of students in electric potential are as follows: electric potential is proportional to electric potential energy: electric potential is relative,and the potential difference between two points in the electric field is relative;The electric potential is proportional to the electric field intensity;If the electric field strength is zero,the potential must be zero;The direction in which the electric potential decreases in the electric field is the direction of the electric field strength.Typical student myths about electromotive force include: the greater the electromotive force,the more energy stored in the source;The electromotive force is numerically equal to the voltage at both ends of the power supply in the closed circuit.Ohm’s law of closed circuits is not applied to determine the voltage at both ends of the power supply.As the basis for the next conceptual transformation of instructional design.By interviewing front-line teachers,analyzing classroom videos,analyzing highquality class videos,and analyzing electromotive force and electromotive force teaching methods,this paper summarizes the characteristics of electromotive force and electromotive force teaching methods.The teaching form is single,the teaching structure is similar;Can not arouse students’ interest in learning,can not make students take the initiative to participate in it;Some teaching theories and teaching modes are adopted,but they are often mere forms.Reduce the difficulty and requirements,resulting in students learning not in-depth;Attaching importance to theoretical derivation and neglecting experimental teaching;Ignoring the evaluation of the concept and so on are the characteristics of electromotive force and electromotive force teaching.Based on the results of student interviews,this paper analyzes the influence of existing teaching methods on the formation of students’ myth concepts,and summarizes the teaching strategies of electromotive force and electromotive force concepts in high school physics by combining the methods and ideas provided in excellent cases.Combined with the concept characteristics,students’ myth concept and inspiration from the existing teaching,the dual situation mode and 5E teaching mode are selected to carry out the teaching design of concept transformation.Firstly,the theoretical basis,research status and teaching steps of these two conceptual transformation modes are reviewed,and then the electromotive force teaching design based on the dual situation mode and the electromotive force teaching design based on the 5E teaching mode are designed.Finally,teaching practice is carried out to verify the effectiveness of the concept change strategy.