Investigation And Research On The Current Situation Of Teaching The Concepts Related To "Force And Motion" In Compulsory Course 1 Of High School Physics

As the Chinese nation moves towards the great rejuvenation,the people’s education of higher quality,fairer and more individuality is also more urgent,and the concept of physics is both the focus and difficulty of high school physics teaching.At present,the teaching of physics concepts in high schools still has problems such as empirical teaching,insufficient understanding of learning starting points,emphasis on memorization process,and insufficient theoretical research.This study conducted a comprehensive study on the teaching status of the concept of "force and movement" in high school physics through literature research,questionnaire survey method,classroom observation method and interview method,and the results are as follows:1.In terms of "teaching situation",it is manifested as:(1)teachers attach importance to creating life situations,problem situations,experimental situations,students display learning results,teachers explain and other methods to promote students’ transformation and construction;(2)there is a gap between teachers’ conceptual teaching methods and students’ desired conceptual teaching methods;(3)teaching content has a large capacity.Students have less time for autonomy;(4)the interaction is basically carried out through the way of questioning,and the form of questioning is fixed,which cannot stimulate students’ thinking well,and students’ answers to questions are incomplete;(5)the effect of consolidating and applying concepts through practical understanding of concepts,application of concepts,and completion of homework is not ideal.2.In terms of "learning methods",it is manifested as:(1)students’ learning process has subjectivity and independence;(2)there is widespread learning of concepts through mechanical memory and mechanical training;(3)it does not attach importance to the understanding of the connotation and extension of concepts in connection with reality;(4)the awareness of timely and systematic summary of concepts.3.In the "learning experience",it is manifested as:(1)students feel relaxed and active in class;(2)students are easy to wander in class;(3)students think that most similar concepts are easy to confuse,and will not use concepts to solve problems and the interference of life experience hinders the learning of concepts;(4)students are proficient in the concepts of acceleration,displacement,time,velocity,Newton’s first law,particles,gravity,elasticity,etc.,and the concepts of Newton’s second law,acceleration,uniform variable speed linear motion,co-point force balance and friction are still vague.4.In terms of "learning effect",it is manifested as:(1)students generally solve problems through life experience,intuitive feelings and conclusions,and lack the awareness of analyzing specific physical processes and situations;(2)students have the phenomenon of rote memorization of conclusions and poor understanding;(3)some students’ minds still have misconceptions related to "interaction" : if the object has not undergone obvious deformation,it means that the object is not subjected to force;The object is stationary because the object is not subjected to a force;There is also the habit of thinking that static friction and dynamic forces are balanced;Objects move because there are forces acting in the direction of their motion;Confuse the relationship between the magnitude of the resultant force and the magnitude of the angle between the component forces;Confuse the direction of the rope pull on the person.The suggestions of this study are as follows:(1)reasonably arrange the teaching content and appropriately guide students to carry out independent learning;(2)carefully design inspiring physics problems and standardize students’ answers;(3)attach importance to the explanation of the connotation and extension of concepts so that students can deeply understand the concepts;(4)strengthen the explanation and training of difficult concepts such as acceleration to break through learning difficulties;(5)strengthen the situation analysis of physical problems and cultivate students’ ability to abstract the core of problem solving.This study can enrich the theoretical research of the teaching of the concept of "force and motion",which is a compulsory high school physics course,and can provide a practical reference for high school physics teachers to teach concepts.