Research On The Design Strategy And Application Of "error Experience" In High School Physics Teachin

The study of students’ errors in the learning process is a significant research issue,but the research on Wrong Experience is still not abundant.In order to give full play to the educational value of errors,this thesis adopts literature research,case analysis,experimental method and interview method to put forward the design strategy of Wrong Experience in high school physics teaching.First of all,through classroom questioning,homework correction,examinationanalysis and face-to-face communication with students after class,this thesis collected the error cases in the process of high school physics learning,and further analyzed and summarized the types and causes of errors in the process of high school physics learning.12 high school physics teachers were asked for opinions,and the opinions were discussed with relevant teachers to further optimize the classification and attribution of mistake.We summarized the types and causes of students ’ errors in high school physics learning process,and proposed the design strategy of Wrong Experience,as follows :(1)The types of errors in physics learning process of high school students are: wrong preconceptions,intellectual errors,logical errors,strategic errors,and psychological errors.(2)The design strategies of Wrong Experience in high school physics teaching: predetermine the traps and recognize errors in Wrong Experience;analyze errors in Wrong Experience by following the ideas of errors;integrate errors and correct errors in Wrong Experience;add variations and avoid errors in Wrong Experience.Finally,based on the design strategy of Wrong Experience in high school physics teaching,two teaching designs were prepared,and experimental studies were carried out.By analyzing test scores and student interview data,it was concluded that the proposed design strategy of Wrong Experience can help students reduce the probability of making mistakes again,increase the rate of positive answers,and improve problem-solving skills.This thesis can make up for the vacancy of current research,and also provide a reference for the teaching of high school physics teachers.