The Research On The Diagnosis And Transformation Of Misconceptions About Physics In Senior High School

As we all know,China's secondary education has entered the era of core literacy.The physics curriculum standard of ordinary senior high school(2017 Edition)is in the stage of implementation.How to ensure that the new curriculum ideas take root and bear fruit is a problem faced by majority of front-line teachers.In physics teaching,it is the fundamental and aim to understand the concept of physics,grasp the laws of physics and solve practical problems flexibly.Generally,before learning scientific concepts,students already have certain knowledge and experience,that is,preconception,which can promote the development of daily teaching and further exploration.However,there will be some conflicts between preconception and scientific concept.We call that misconceptions.These misconceptions are characterized by stage,universality and repetitiveness.Effective teaching is to reveal the misconceptions in students' minds firstly,and then teachers can change the misconceptions to scientific concept through a variety of transformation strategies and cognitive conflicts.In the process of cognitive conflict resolution,students really realize the construction of meaning.Choice questions are the common way to diagnose misconceptions.In order to make the diagnosis more scientific,researchers add "confidence rating index" after the options to measure the degree of students' determination when select answers.Based on the knowledge of " curvilinear motion " and "law of universal gravitation",combined with the problems in the past teaching process,this paper develops a three-tier test.The first level(answer level)tests students' understanding of knowledge;the second level(reason level)requires students to choose corresponding reasons to evaluate the rationality of students' explanation of answers;the third level(confidence index)requires students to evaluate the overall certainty of the previous answer level and reason level.The purpose is to distinguish whether the answer is a guess or a real understanding.Based on this,this paper selects 94 senior two students(whom study physics,biology and geography)from Jiangsu Tianyi High School as the research object,and analyzes the test results.The main conclusions are as follows:(1)The first-order accuracy rate is higher than the second-order accuracy rate,which shows that some students choose the correct answer by guessing or feeling;(2)The average confidence rating index of the majority of students is on the high side,which shows that they are generally confident in their answers;(3)Combined with the definition of the concept of misconceptions and the knowledge of theory,the paper sums up the reasons why students have the misconceptions(4)In view of students' misconceptions,this paper puts forward some feasible transformation strategies...