Use The Fourth-order Test Paper To Diagnose The Concept Of Physics Myths In The Third Year Of High School

Misconception exists when students' understanding of new knowledge contradicts scientific concept.Through the concept test,misconception in students' mind could be identified and illuminated,which can guide teachers to take targeted teaching strategies in the revision class.In this research,four-tier test is used to test the concept of friction for the senior three students.Following research work has been carried out:The four-tier test covering 13 concepts of friction force was designed with 13 questions in total.The test results were analyzed with statistical software spss25.0.This test analyzes the proportion of science concept,low confidence science concept,real-misconception and pseudo-misconception.Finally,the post-test is used to test and summarize the effect of the end of class induction method on the transformation of students' misconceptions.The following conclusions are drawn from this research:Compared with the traditional test,four-tier test could reflect the students' misconception more scientifically.In the attribution analysis of misconception,the wrong and incomplete pre-concept is the cause of misconception.Specifically,in the study of friction,the lack of dynamic view is the most important cause of the students' confusion.The students' incorrect or incomplete semantic understanding also leads to misconception.The appropriate examples adopted in at the end of class could guide students through the cognitive conflict again and help to overcome their misconceptions.The outcome of comprehension changing depends on students' autonomy.Self-induction of students is the process of their self-construction of cognitive framework.Their understanding of knowledge can be more in-depth and firm after their own comparative analysis,refining,summarizing and processing.In this way,the post test scores of the experimental class are improved faster than that of the control class.