| The concept of physics is the foundation of physics,and the teaching of physics concept has always been a hot spot in physics education research.Before learning the scientific concepts of physics,students are not completely blank in their minds.They have their own opinions on objective things according to their own life experience and previous studies,which are the so-called "pre-concepts." Some pre-concepts are similar to scientific concepts and will promote the understanding of scientific concepts;some some pre-concept are contrary to scientific concepts and will hinder the understanding of scientific concepts.If the wrong pre-concepts are not changed in time,it will have a serious impact on the learning of scientific physics concepts.First of all,based on the domestic and foreign research review to understand the pre-concepts and conceptual transformation research.Scholars Domestic and foreign scholars have made great contributions to the teaching of physics concepts,but there are still limitations.For example,the design of the pre-concept test table is unscientific.of the concept translation teaching is based on cognitive conflict strategy,and there are few researches on other concept change strategies.In this study,"friction" is selected as the research topic,and the DO five-step concept translation teaching mode is selected for pre-concept and concept change research.Secondly,based on the concept definition and theoretical basis,it elaborates on the definition and characteristics of the former concept,its influence on physics learning,as well as the meaning,conditions and teaching mode of concept translation.Based on Piaget’s cognitive theory,Ausubel’s meaningful learning theory and constructivism learning theory as a guide,it lays a certain theoretical foundation for learning the "friction force" of high school physics.Thirdly,two classes of grade one in J Middle School and X Middle School are selected to investigate and analyze the pre-concept of friction.After the design,evaluation and implementation of the questionnaire,the data are collected for statistics and analysis,and static friction and sliding friction were summarized.The characteristics of the pre-error concept and the reason for the pre-error concept.The main characteristics of the concept of static friction before error are: static friction occurs on a stationary object,and the moving object is not affected by the static friction;as long as two objects are in contact and have a relative movement tendency,static friction will be generated;the magnitude of static friction is Constant value;the direction of static friction is opposite to the direction of motion of the object;static friction is resistance and so on.The main characteristics of the previous concept of sliding friction error are mainly:as long as it is a moving object,it is sliding friction;as long as the contact surface is rough,it will produce sliding friction;the magnitude of sliding friction is related to the speed of object movement and the contact area of the object;the direction of sliding friction is opposite to the direction of the object movement;the sliding friction force is a force that hinders the object.The reasons for the concept of friction before the error are mainly composed of subjective and objective factors.Subjective factors are affected by life experience,negative transfer of knowledge,and thinking patterns,and objective factors are affected by traditional teaching and improper design of teaching materials.Finally,the experimental teaching plan was designed and implemented according to the obvious frictional pre-error concept.the experimental class adopted the DO five-step concept transformation teaching,the control class using conventional teaching;the experimental class of J Middle School and X Middle School and the control class were carried out afterwards.The average test scores of the experimental class are higher than those of the control class;the independent sample t-test is carried out,the two-tailed probability P value of J Middle School and X Middle School are both 0.000,indicating that the experimental class is significantly different from the control class,so it is judged to use DO The five-step teaching model is effective in conducting research on pre-concept and concept change teaching. |
