A Study Of The Transformation Strategy Of The Physics Pre-concept In Senior High School Mechanics Teaching

The proper understanding of physical concept is the important guarantee to know physical rules. It is also the precondition to solve practical physics problems. However, through a long time of daily accumulation, the students may reach an early idea of relative physical concept, which is the so-called pre-concept. In a limited scope, pre-concepts are consistent with the scientific concepts and are beneficial to the learning and understanding of scientific concepts. But in most cases, pre-concepts are against the scientific ones. This kind of wrong forethought will hamper the formal learning of physical concepts and lead to difficulties in learning physics. If this situation is not corrected and transformed in time, negative influence will be accumulated for the students to understand the physical concept properly. This is also the reason that low efficiency may be reached in the teaching and learning in senior high school physics.In this thesis, references were reviewed worldwide. An introduction was made concerning the pre-concept and the characteristics, the causes and influence. Based on the constructivism learning theory, the pre-concept transformation strategy was proposed in the case of elastic force and friction of senior high school physics. A questionnaire was made among two classes of the high school students of grade one. By statics and analysis of a questionnaire results, the pre-concept inside elastic force and friction were discovered. The transformation strategy was then proposed to improve the learning and teaching. The validity of the transformation strategy was discussed after that.