| A large number of studies have shown that each of the students in learning scientific concepts, there are some conceptions from life or in the process of learning,these conceptions are often wrong, and deep, hard to change. The existence of the students’ preconception have a noticeable impact on accepting and understanding scientific concepts, so the study of student’ preconception of concrete and its causes,is very important for the improvement of teaching quality. Newton’s laws of motion is the foundation of mechanics, but also the students easy to produce wrong understanding. in order to conceptual transformation, it is very necessary to understand students’ understanding of the relevant knowledge before the study of Newton’s laws of motion.On the basis of predecessors’ research results, this study combined with teacher interview results, prepare the student questionnaire, conducted the questionnaire about high school student’s preconception of Newton’s laws of motion. Through the analysis of the results of the survey, it is concluded that the high school student have specific preconceptiones of Newton’s laws of motion.According to piaget’s cognitive development theory, Ausubel’s meaningful learning theory of and diSessa’s fragmentation model learning theory analyzed the typical causes of student’s preconception.Based the above study concluded:1.The students are easy to be affected by the knowledge of life and produce all sorts of wrong understanding.The students have different preconception on inertia,force and movement, the force and the reaction force. The students’ expression is extensive and messy, and it is difficult to describe or to the former concept of students.2.The reason behind the students’ preconception have the empirical mode of thinking, the fragmentary intuition and the interference of the existing concepts. The specific mode of thinking can be divided into the following categories: first, the basic physical characteristics of the correct, incorrect extended to have similar physical characteristics of the new. Second, pay attention to the effect of physicalquantities.Third, non-intuitive understanding is similar to the phenomenology of primitive pieces of knowledge.3.In addition, the study found that some student’s preconception is similar to ancient scientists’ ideas. The study found that some concepts of the students are similar to the ideas of ancient scientists, and the students’ construction of some concepts is similar to that of the history of the concept.Finally, Based on the research theory and research conclusion, put forward suggestions for teaching Newton’s laws of motion... |
