The Research On Physical Disciplinary Domain Knowledge Of Category Learning

Based on the theory of the domain knowledge, knowledge representation and category learning to research the category learning about the physical disciplinary domain knowledge; through category representation of declarative, procedural and conditional physical disciplinary knowledge, constructing structured, functional, applicational physical sciences knowledge, the acquisition and application of students’ knowledge will be effectively promoted, the problem of the physical disciplinary domain will be solved, and the academic level will be improved. The main purpose of the research is to explore the characteristics and regular of physical disciplinary knowledge classification and characterization and category learning strategies of high school students. And we verify the effect of Intervention training to students about category learning strategies.With high school students as subjects, we conduct four aspects of research:the first one is the research of category representation about physical disciplinary domain knowledge; the second one is the research of tendency about the category learning strategy of physical disciplinary domain knowledge, including the experiments of physical disciplinary domain knowledge of category learning strategy tendency and the experiments of the effect of old and the new physical disciplinary domain knowledge to category learning strategy; the third one is the experimental study of the intervention strategy training of category learning in the physical disciplines knowledge; the fourth one is eye movement experiment of different types of learning strategy tendency of students in physical disciplinary problem representation. Through research and analysis, conclusions are obtained as follows:(1) There is difference in the level of category representation of physical disciplinary domain knowledge from different student groups. The level of disciplinary domain knowledge representation of gifted students is higher than the secondary students and students with learning difficulties. The difference between secondary students and students with learning difficulties is not significant. The level of girls of representation of physical disciplinary domain knowledge is significantly higher than the boys, and the level of representation of declarative knowledge, procedural knowledge is also higher than boys. (2)Physical disciplinary domain knowledge, procedural knowledge and conditional knowledge representation are all significant positive correlate with the physics academic achievement, but there is no significant relationship between the level of declarative knowledge representation and physics academic achievement, and these indicate that the procedural knowledge and conditional knowledge are the main factors to effect physics academic achievement.(3)Different groups of students have different category learning strategy about the physical disciplinary domain problem. Gifted students are more tending to adopt rule strategy, secondary students and student with learning difficulties are more tending to adopt the sample strategy. On the whole, the difference of choose about category learning strategy in different gender is not obvious.(4)The tendency of category learning strategy about the physical disciplines domain problems of students is significantly influenced by the old and new knowledge and processing method, they will take more rule strategies when classifying old domain problem, and they will take more sample strategies when classifying new domain problem. Different cognitive processing affect student to choose the category learning strategy, after deep processing, regardless of new or old domain knowledge, students are more inclined to take the category strategy of rules.(5) The problem solving ability that take the rules of category learning strategy and physical academic students were significantly higher than that of sample categories of learning strategies students.(6)The training of category learning intervene has improve the academic performance of students in physics, but the effects are different on the students from different classes, the best intervention training to promote students from original class.(7)From the index of the eye movement, the category learning intervene training is more effective in improve the sample students in physics problem representation in the stem of reading; students prefer physics problem a schematic diagram of the processing, students of processing strategies more inclined to physics problems stem content.