Research On Deep Learning Of Introductory Physics Course For Freshman Engineering Students

In pedagogy,deep learning emphasizes the connection and transferring of knowledge,and it is not only a learning method that points to a high degree of construction,but also a learning process of knowledge internalization and migration,and more importantly it is a kind of learning ability that reflects students’ active learning motivation,high concentration,effective learning strategies,flexible transfer applications and high-level thinking structure.For introductory physics courses,the basic concepts,laws and ideological methods taught are the basis for science and engineering students to learn other specialized courses,as well as an important part of students’ core scientific literacy.However,the setting of elective modules of general high school physics curriculum standard(2003 edition)reduces the learning burden of students while increases the difficulty of introductory physics teaching.The inconsistency of students’knowledge base leads to the poor teaching effect of teachers.Therefore,it is extremely necessary to use deep learning theory to research and guide students’ learning,promote students to learn more deeply,and then improve the quality of students’ learning.Taking the thermodynamics part of introductory physics as an example,this study is based on deep learning theory to study 2019 freshman engineering students’ learning quality,learning effects,learning differences among different groups,and individual learning characteristics.And on the basis of the research results,the study uses deep learning theory to guide and improve the teaching of thermodynamics,and deepen students’ learning depth.Firstly,this study adopted the literature research method to study the concept,influencing factors and evaluation methods of deep learning;and analysed the study requirements of the thermodynamics part of introductory physics,the contents of textbooks and the curriculum standard requirements of middle school thermodynamics;and determined the implicit influencing factors and explicit performance of students’learning behavior.Secondly,the method of questionnaire survey was adopted to pre-test and post-test the thermodynamic concepts of freshmen through the Thermodynamic Concept Questionnaire for Freshmen and to investigate the learning behavior and knowledge base of students through the Questionnaire on Deep Learning Behavior of Freshmen in Introductory Physics.And then the semi-structured interview method was adopted to get a deeper understanding of students’ learning from three dimensions of knowledge construction,thinking structure and learning behavior.Finally,SPSS and Excel were used to perform data statistics and analysis on learning quality,learning effects and group learning differences;and the characteristics of individual learning was qualitatively analyzed.The main conclusions drawn from the above research are as follows:(1)Most students have advanced thermodynamics thinking structure,are at the deep learning level of thermodynamics,and have high learning quality.They can not only have an in-depth understanding of various thermodynamic concepts,but also can link multiple thermodynamic concepts to build a complete knowledge system,and they can also transfer to solve problems in thermodynamic situations constructed by different representations.Their thinking structure is in the relational responses and extended responses,with the characteristics of higher order.And most students can transfer the knowledge they have learned to specific situations for correct answers,and are at the level of deep learning.(2)Most students have a significant effect on thermodynamics.After studying thermodynamics,the students’ post-test scores have significantly improved compared to the pre-test scores.The learning gains in the extended abstract responses are the most significant.Students can actively seek out the connections and differences between thermodynamic concepts,extend the knowledge structure of thermodynamic concepts,and be able to flexibly use thermodynamic laws to solve problems correctly in combination with various thermodynamic concepts.The entire thermodynamics knowledge system has a significant learning effect.(3)There are significant differences in thermodynamic learning among different groups.The learning quality of students with a foundation of thermodynamics is significantly higher than that of students without a foundation of thermodynamics;the learning quality of boys is significantly higher than that of girls;the learning quality of students with deep learning behaviors is significantly higher than that of students with shallow learning behaviors.Students with a basic knowledge of thermodynamics will actively analyze the difference and connection of thermodynamics knowledge in high school and university,form a connection of knowledge from shallow to deep,construct the extended abstract responses,and reach the level of deep learning,so their quality of learning of thermodynamics is high.And boys have more profound abstract ability and the learning characteristics of not afraid of difficulties and dare to challenge,which are suitable for the characteristics of thermodynamics courses of concrete concept and process,so their learning quality is higher.Students with deep learning behavior pay attention to the internalization,transfer and reflection of knowledge,so they can reach the level of deep learning and the quality of learning is higher.(4)The study of thermodynamics has individual differences.Students’ knowledge construction,thinking structure and learning behaviors all have individual differences.The framework of knowledge construction,the degree of closeness and extension of knowledge in the thinking structure,as well as the implicit factors and explicit manifestations of learning behavior are all different,each with its own characteristics.Based on the above conclusions of the study of thermodynamics for freshman engineering students,the author puts forward several suggestions for teachers’ teaching and students’ learning.It is suggested that teachers should focus on the construction of students’thinking structure to improve students’learning quality;focus on students’knowledge base to enhance students’learning effects;reduce learning differences among different groups and promote overall coordinated development;take into account the learning characteristics of individual students to promote them reach the level of deep learning.And it is suggested that students should strengthen knowledge transfer and develop higher-order thinking structure;insist on pre-class preview to lay a good knowledge foundation;learn from excellent groups and narrow the learning gap;optimize their own characteristics to achieve deep learning.