The Practical Study On Implicit-learning Theory In Physics Teaching

With the development of psychology research about implicit-learning and tacit knowledge, the sector of education has gradually come to realize the importance of implicit-learning and tacit knowledge. And some educators began to examine the contemporary cognitive theory and learning theory. In the practical teaching, learning is widely recognized as the process of conscious study, the educators and learners are ignored another form of the study, a spontaneous process that acquired knowledge from complex structures, such learning is defined as "implicit-learning". Psychology study found that as we learning complex rules, when the guidance was not specific, the results of implicit-learning are often better than the explicit-learning. In the further studies, it was found that the model of implicit-learning occurred earlier and explicit-learning followed it will achieve the best impact of the study.In school teaching, physics has a certain degree of difficulty for a considerable number of students. From the aspect of physics learning content, we analyze the underlying causes of the difficulty of learning physics. As the physics concepts are abstract, the physics methods are complex, and the physics knowledge structure and the application of physics are individual and unspeakable, it will be more difficult for learning physics than learning other subjects. And in their daily teaching, only the physics knowledge would be taught as emphases in the content of physics, other matter that have been taught in class are always far from enough for students to solve the corresponding physical problems. At the same time, the traditional teaching model for learners to acquire individual knowledge is often powerless.Taking into account the characteristics and advantages of implicit-learning, it should be facilitated for students to master the abstract and complex knowledge that implicit-learning infiltrates through the daily...