The Research Of Cause And Breakthrough Of Teaching Difficulty In Physics Concepts And Laws Based On The Information Processing Theory

Physical concepts and laws are the most basic and core part of the physics, it’s also the key of middle school physics teaching. Do a good job in teaching physics concepts and laws of great significance to improve the physical quality of teaching, how to effectively break through the difficulties of teaching of physics concepts and laws, has always been a matter that physics teachers faced in the teaching process.The main contents of this study is to investigate the causes of difficulties in teaching physics concepts and laws, how to effectively break through the difficulties in physics teaching and weather the existing way to breakthrough teaching difficulties coping with learning mechanism.Based on the information processing theory, combined with the description of human learning mechanisms of information processing model, and the cognitive style of student learning physics concepts and laws, this article analyze the main reasons of difficulties of teaching physics concepts and laws formed. There are five categories:(1) the prerequisite knowledge of information processing error; (2) the information can not be effectively rendered; (3) lack of information processing premise conclusion; (4) information processing methods unreasonable; (5) too much information processing link. For each type of teaching difficult both to explain with specific teaching cases, and a detailed analysis of the internal learning process in the existing overcoming difficulties teaching case. When teaching learning process in line with the information process in this part of the knowledge, the teaching will be truly promote student learning and effective overcoming difficulties.Through the questionnaire survey and interview of frontline physics teachers learned that teachers are generally three ways to breakthrough difficulties:(1) induction from the student life experience; (2) induction by experimental facts; (3) theoretical derivation. However, almost no teachers from teaching learning process meet the student learning mechanism to determine the validity of the difficulty of breakthrough. This study selected three teaching difficult cases and conducted a teaching experiment in two third grade classes. Through the experiments concluded that compared with the conventional experience teaching style, to deal with teaching difficult in line with the students learning mechanisms can be more effective to break the difficulty of teaching, students are able to learned the meaning of the teaching conclusion.