Teaching Design And Practice Research Based On POE Strategy To Change Students' Pre Concept

The concept of physics is the foundation of physics and the foundation for students to learn physics well.Students do not come to class with an empty head.Before they enter the physics class to learn about physics concepts,they have already had views and views on some things and phenomena in daily life that are inconsistent with scientific concepts.These views and views are known as "pre-concepts".In the teaching practice,the author found that the students 'pre-concepts became a thorn in the way of physics learning.Therefore,how to transform the students' pre-concepts into scientific concepts is an urgent problem that teachers need to solve.The POE teaching strategy gradually guides students to construct knowledge by predicting,observing and explaining three links.This study takes this as the starting point,and USES POE as the teaching strategy to carry out the targeted teaching design of sliding friction force and apply it to teaching practice,so as to study the effect of its conceptual transformation and provide reference for the teaching of first-line physics teachers.The main work of this research is: to define related concepts such as pre-concepts,concept changes,POE teaching strategies,and to sort out their research status;compile a questionnaire for the pre-concept of sliding friction to explore the pre-concept of students and analyze the reasons;based on the above theoretical analysis and pre-test results,the POE strategy is used to design the sliding friction and verify the effect of the concept change.The verification process uses experimental research methods and selects two parallel classes in the first grade of the internship school where the author is located as Experimental objects,as experimental class and control class respectiveely;in the teaching practice,the experimental class adopts the POE teaching method and the control class adopts the traditional teaching method.After the practice,the two classes are post-tested.By comparing the pre-and post-test data,the validity of the concept before the POE strategy change is verified;Finally,point out the problems existing in this study and put forward relevant suggestions.The research shows that students' pre-concept is universal,and the pre-concept has diversity and individual difference.The causes of preconception are manifold;POE strategy can effectively help students to change pre-concept and construct scientific concept.Using POE strategy in teaching not only improves students' learning enthusiasm and learning efficiency,but also promotes the improvement of physical core quality and the development of teacher specialization.