Research On Pre-concept Diagnosis And Transformation Strategy Of Physics In Senior High School ——Taking The Mechanics Part Of Senior High School As An Example

With the reform of the new curriculum,the expansion from core literacy to subject literacy is a problem that school education needs to solve.In the teaching of physics,the correct grasp of the basic knowledge is the key and foundation for forming the core literacy of the discipline.Students have formed a wealth of experience in daily life and past learning,and students have a preliminary understanding and understanding of the knowledge they have learned before learning new knowledge.Some of the students' pre-concepts are scientific,and some are different from them,or even contradict each other.The starting point of teaching should be to diagnose and understand the characteristics of the student's pre-concept,reasonably select the teaching content according to the characteristics of the pre-concept,and use appropriate teaching strategies to achieve the transformation from the student's pre-concept to the scientific concept.In view of the importance of mechanics and the problem of many misconceptions among students,this study identifies the investigation direction as the third chapter of the compulsory high school physics one,"Interaction-Force".This study uses third-order tests to diagnose students' pre-concepts.The first step is to compile and distribute open questionnaires through theoretical analysis and literature combing.The second step is to sort out and summarize the reasons in the open questionnaire and compile the third-order test questions.In the third step,using the third-order test paper,select an experimental class and a control class in the first year of high school for concept testing.In the fourth step,according to the knowledge points examined,the test results are statistically calculated,and the test results are analyzed according to the standards of correct concepts,lack of self-confidence,false negatives,lack of knowledge and wrong concepts.In the fifth step,according to the results of the pre-test,the experimental class adopts the practical teaching of concept transformation by creating situations,cooperative learning,using experiments,using information technology and other strategies,and uses traditional teaching methods against the class.Finally,a post-test is performed to verify the effect of the pre-concept shift and conclude the conclusion.Through the study of the third-order test,it is concluded that the third-order test more scientifically highlights the student's concept mastery.Students have pre-concepts in each of the third-order tests,and the questions with more errors about pre-concepts involve "Newton's third law" and "friction" content.Through practical teaching by using strategies such as creating situations,cooperative learning,using experiments,and using information technology,it is convenient for students to conduct specific analysis of concepts,and then discard the original wrong cognition and grasp scientific concepts.