| The physical concept is an important component of the basic knowledge of physics.The formation of the cognitive system of physical concepts requires the process of scientific understanding,in-depth understanding,and complete cognition of physical concepts.This process can be regarded as a gradual "Advanced" cognitive development process.However,in the teaching practice at the junior high school level,teachers often neglect students original experience,underrate students' in-depth understanding of physical concepts,and little attention is paid to the relationship between students to establish concepts.It is difficult to carry out deep self-construction and complete cognition of physical concepts.Cognition of physical concepts stays at the surface of memory or simple understanding.These problems have seriously affected the establishment of students' cognition system of physical concepts.In order to promote the "Advanced" of students' physical concepts,focusing on the teaching of concept teaching instead of observing and experiencing,the single form of situation creation,and the close connection with life,etc.This study attempts to solve the related physics with the help of "Unconventional" physics experiments concept teaching issues.This study defines the concepts of "Advanced" and "Unconventional" physics experiments first.Through the analysis of the complexity level model of the core concept of "Learning Advanced",the relationship between "Unconventional" physics experiments and the physical concept "Advanced" is explored.Then the teaching strategy to promote the "Advanced" of the students' physical concept is put forward and made a specific elaboration.In order to further combine theory with practice and test the impact of the proposed teaching strategy on the students' learning of physical concepts,this study has conducted a practical study on the teaching strategy usingeducational experiment methods.Based on Situated Cognition Theory,Learning Theory of Constructivism and Bloom's Cognitive Goal Classification Theory,teaching principles are formulated,teaching design processes are arranged,core teaching activities are designed,and individual teaching cases are analyzed and studied.In the education experiment,one of the three parallel classes in the eighth grade of the 17 th Middle School of Hohhot was selected as the experimental group,and the remaining two classes were the control group to carry out the control experiment.Before the start of the teaching activities,conducted a pretest about the concept recognition and physics learning attitudes of the three classes,got the students' learning attitude status and draw the conclusion that the students have no difference in the precognition of the concept.Then carry out the teaching activities for the three classes.After the teaching activities,conduct the corresponding post-test of the concept recognition situation and physics learning attitude,sort out and analyze the post-test results.Short-term practical research shows that the concept of "Advanced" teaching strategies based on "Unconventional" physics experiments can promote students' scientific understanding of physical concepts,and has a clear promoting effect on students' deep understanding of physical concepts.The complete cognitive effect is remarkable.It can come to a preliminary conclusion that the teaching strategies proposed by this research can promote the "Advanced" of students' physical concepts. |
