Practical Research On The Formation Of Physical Concepts Is Facilitated By Experiential Teaching

The new round of middle school physical curriculum reform is based on the essence of the discipline,condenses the core quality of each discipline,and implements the educational concept of establishing moral integrity in cultivation.The core quality of physics is mainly composed of four elements: physics concept,scientific thinking,scientific inquiry,scientific attitude and responsibility.Among these four elements,the physics concept represents the internalization of knowledge and is the basis of other core qualities.The new college entrance examination takes the real problem situation as the carrier,and guides the students to change from paying attention to "problem solving" to "problem solving",and from paying attention to "problem solving" to paying attention to "being a person and doing things",and focuses on the key abilities of students.And the foundation of ability is knowledge,so the formation process of knowledge becomes particularly important in teaching.Based on the theory of Experiential Learning and the actual situation of students in mountain schools,this paper explores the practice of Experiential Teaching,trying to test the effectiveness of Experiential Teaching in promoting the formation of physics concept.First of all,this paper evaluates the physics concept according to the academic quality standard in the new curriculum standard.Physics concept are divided into five levels,each level mainly shows the key characteristics of students’ application of concepts,thinking and methods to solve problems in situations of different levels of complexity,and there is a progressive relationship between different levels from low to high.Among them,there are three evaluation angles: physics concept and laws,natural phenomena and practical problems.Then,two classes of senior two in H Middle School in Z City(an economically underdeveloped area in Guangdong Province)were selected for a semester of Experiential Teaching intervention,and the control class was another three classes of the same combination.The teaching practice is divided into two rounds.The first round focuses on students’ learning path,gradually accumulates experience of Experiential Teaching,and then summarizes some implementation strategies;in the second round,the author tries to design and explore the Experiential Teaching mode for some teaching contents,and forms several teaching designs for the concept lesson and the law lesson.Finally,taking the final examination of the first semester of senior high school physics in Z City as the post test,this paper evaluates the level of students’ physics concept from the perspectives of mass concept,motion concept,interaction concept and energy concept,and tests whether the Experiential Teaching can promote the formation of students’ physics concept,and whether the effect is the same at different levels.The post-test data show that after the teaching intervention,the scores in motion concepts of the two experimental classes are significantly higher than those of the control class,and the intervention teaching effect of class C2 is more than that of class C3;the experimental effect is not obvious in the mass concept,interaction concept and energy concept.In level 4,the experimental class was significantly higher than the control class;but in level 1,level 2 and level 3,the experimental effect was not obvious.It is concluded that Experiential Teaching has a certain role in promoting the formation of students’ high-dimensional physics concept,especially in the formation of motion concepts.