Study On The Teaching Strategy Of The Conceptual Measurement And Concept Transformation Of The Science Of The Earth's Movement In The Fifth Grade Of Primary School

The various information that students acquire in their past lives and learning,as well as their perceptions and fixed perceptions of various phenomena,can influence students' learning of new knowledge and new concepts.These experiences or understandings accumulated by students are often incorrect and not comprehensive.These concepts,which have a certain gap with the scientific concept,are called “pre-concepts”.Neglecting the influence of pre-student concepts on the learning of scientific concepts may lead students to fail to apply the correct scientific concepts to solve problems encountered in real life.In order to improve students' learning effect,teachers need to pay attention to the influence of students' life experience and knowledge before entering the science classroom on new concept learning.After grasping the causes of the pre-student concept,adopt targeted teaching strategies to promote the transformation of students' pre-concepts..Focusing on this issue,the purpose of this paper is to sort out the development of some related theories at home and abroad,and to sort out the development of some related theories,and to clarify the development and trends of the concept and concept transformation.After combining the existing literature to define related concepts and determine the theoretical basis of the concept change,the research content of this paper is mainly to explore and analyze the typical pre-concepts of students through questionnaire survey,and analyze the students based on the characteristics of the pre-concepts found in the survey.The causes of the concept,combined with the existing research foundation,propose a teaching strategy to promote the transformation of students' concepts.In combination with the requirements of the new curriculum standards and teaching objectives,ask first-line science teachers and experts to prepare pre-concept open questionnaires,statistically analyze the results of open questionnaires,conduct interviews with some students,and compile and improve the results of the survey and interview results.The second-level questionnaire of the pre-concept test,the student's pre-concept in the unit is measured,and the characteristics of the pre-concept formed by the student in the unit and the relationship between the pre-concept and the school and gender are analyzed according to the results of the questionnaire.Through the collation and analysis of the data,the following conclusions are drawn:(1)The understanding of the students' knowledge of the students in this unit does not change with the growth of teaching age.(2)The pre-concept of students' existence is wrong.Some are incomplete.(3)The pre-concept of students has no obvious relationship with gender.(4)The cause of the student's concept before the unit is mainly due to the relationship between confusion and cause and the influence of life experience.Finally,combined with the theoretical basis of conceptual transformation,research foundation and excellent teaching cases,and put forward the teaching strategies to promote the transformation of students' pre-concepts,combined with the conclusions drawn from the survey,the three teaching strategies to promote the conceptual transformation of students are proposed: debate strategy,life Situational strategy,scientific simulation experiment strategy.