A Study On The Preconception Of Mechanics In Primary And Secondary School Students

Preconceptions are the views and opinions on the objective world formed by students through their existing cognition and life experience before they systematically learn scientific concepts.Preconceptions are divided into error preconceptions and science preconceptions,which have a significant impact on students' learning of physics concepts.Exploring the physics preconceptions in the students' minds is of great significance to the teaching of physics teachers and students' grasp and understanding of physics concepts.There are seven chapters in this study.The first chapter is the introduction,which focuses on the research background,research purpose and research significance of this research.The second chapter is an analysis of the current status of research at home and abroad.Chapter 3 defines physical concepts and preconceptions of physical,and summarizes learning theories related to preconceptions.The fourth chapter is the research design,including the research objects and research methods,the preparation of questionnaires and the implementation of the questionnaire.The fifth chapter mainly analyzes the survey data,and draws the status,characteristics and source of the preconceptions of elementary and middle school students.Aiming at the above analysis results,corresponding teaching strategies are formulated in Chapter 6.Chapter VII summarizes the conclusions of the research and reflects on the deficiencies of the research.This thesis analyzes and concludes that the preconceptions of mechanics in the minds of primary and middle school students are universal,spontaneous,stubborn,and concealed through surveys and interviews with students in grades 5,6,7,and 8.Inductively analyze the sources of these error preconceptions: from life experience;from a one-sided understanding of the literal meaning of the concept;from the teacher's wrong guidance.Based on the characteristics and causes of these error preconceptions,corresponding teaching strategies are proposed: triggering concept conflicts and realizing concept change;helping students to develop the habit of thinking scientifically;teachers strictly improving their ability and level;Close connection between primary and secondary schools;guide students to construct scientific conceptual structure.Effectively promote students to change from error preconceptions to scientific concepts,and improve the pertinence of teachers' classroom teaching.At the same time,it also has a certain significance to promote teachers' emphasis on preconceptions research and enhance the professional development of science teachers.