A Study On The Diagnosis And Intervention Of Typical Errors In Junior High School Students' Understanding And Application Of Physics Concept

Physics in junior high school is a foundational course in natural science for students.Conceptual teaching is the core and soul of physics education.Due to the limitations in cognitive level and abilities of junior high students,as well as the characteristics of the physics course,students face difficulties in concept learning during this stage,which affects the quality of concept construction.This results in various errors in their understanding and application of physics concepts,which becomes an obstacle in their physics learning.The aforementioned issue is not a significant core issue in the field of physics education,but its impact on the quality of physics teaching is significant enough to attract the close attention of scholars both domestically and internationally.Through literature review,it has been found that the research methods and interventions used domestically and internationally in this area are different and complement each other strongly.Therefore,the aim of this article is to diagnose the errors in physics concept learning among junior high school students through integrating and absorbing the diagnostic and intervention methods of domestic and foreign scholars.Through in depth analysis,we seek to understand the root causes and mechanisms behind these errors.Based on educational theory and teaching practices,this article aims to develop teaching strategies that can form into practical classroom intervention methods.These methods can provide reference for physics teachers.The paper is divided into the following six parts.The first part is the introduction.It mainly introduces the background of this study,explains the purpose and significance of this study,and outlines the research approach and methods.Furthermore,through literature review,it summarizes and analyzes the current research status and methods of student errors in physics concept learning both domestically and internationally.The second part is the theoretical foundation of the study.It reviews relevant literature and summarizes three typical errors in physics concept learning: common misconceptions,false concepts,and fragmented knowledge,and analyzes their research findings.Additionally,it explains the relevant educational theories and concepts used in this study.The third part is the investigation and diagnosis.It uses classroom observations,questionnaires,interviews with physics teachers,and other methods to conduct a thorough analysis of the three typical errors in students’ understanding and application of physics concepts.Through this,it aims to understand the root causes and mechanisms of these errors.The fourth part is the presentation of teaching strategies.Based on the three typical errors in students’ understanding of physics concepts and their root causes,and in combination with theoretical research,it proposes corresponding teaching intervention strategies.The fifth part is the teaching practice.It implements the teaching strategies proposed in the previous part through multiple teaching projects,refining and adjusting them as needed.The focus of this part is on the comprehensive study and practice of "Friction," using it as a case study to demonstrate the implementation of the teaching strategies.Through teaching measurements and evaluations,it proves the effectiveness of the teaching strategies and intervention methods.The sixth part is the summary.It reviews the key findings of this study,highlights its contributions and limitations,and suggests areas for future research.In particular,it also proposes directions for future work to extend and deepen the understanding of the topic.