Research On Teaching Strategies To Promote Effective Transformation Of Preconception In Senior High School Physics Teaching

Before the students formally study the concept of physics,the questions are often based on the non-essential attributes of things.This kind of unsystematic learning also leads many students to understand certain concepts in physics and still stay in the previous life experience.Customary thinking does not necessarily lead in the right direction,and sometimes it even runs counter to the truth,thus forming a vague or even wrong preconception.It is worthwhile to study how teachers effectively transform the former concept into a physical concept in physics teaching,especially before the high school stage.The influence of the concept on physical concept learning cannot be ignored.At present,many domestic theoretical researchers and first-line teachers have studied and discussed the effective transformation of the previous concept of teaching strategies,and have also achieved certain research results.However,the author finds that the transformation strategy of the previous concept still has practical value through the literature review and the first-line internship.Therefore,this study attempts to explore the ways to solve this problem in the physics teaching in the high school stage.I will build a teaching strategy that promotes the transformation of the former concept into a scientific concept based on mastering the relationship between the concept of the former student,the nature of the former concept,and the learning effect of the student,and conducts practical research.The main work of this study includes:First,the literature on the previous concepts was analyzed and analyzed to clarify the connection and differences between the previous research results and the study,so as to lay a solid foundation for the later research.Second,combining theoretical analysis with the findings of the current situation,we constructed a teaching strategy that promotes the effective conversion of preconceptions into scientific concepts in high school physics teaching.Third,the teaching strategies constructed will be applied to the teaching of a high school experimental class in Yanji city,and teaching cases will be analyzed based on relevant teaching theories and teaching practice.Fourth,use the questionnaire to determine the operability and effectiveness of the constructed teaching strategy.Fifth,summarize the practical conclusions and conduct research and reflection.After theoretical analysis and practical research,the following conclusions have been drawn:The teaching strategies developed in this study to promote the effective transformation of preconceptual concepts can improve the learning effects of high school students in physics concepts.