| "Pre-concept" refers to the understanding and understanding of things based on life experience or actual experience accumulation.Pre-concepts can also refer to "pre-scientific concepts".The pre-concepts generated by students can be mainly divided into two types,one is a correct pre-scientific concept consistent with scientific knowledge,and the other is a wrong pre-concept that contradicts scientific knowledge.Before formally entering the classroom,students already have a certain subjective understanding of the concepts they are about to learn in their minds.Affected by life experience and living environment,students are inevitably influenced by "pre concepts" before learning conceptual knowledge,and have formed their own subjective understanding of the physical concepts to be learned in their minds.Correct physical pre-conceptions can effectively promote students’ understanding and assimilation of new scientific knowledge,while incorrect pre-conceptions can lead to students not being able to correctly adapt to new scientific knowledge.In the long run,it will lead to low learning efficiency for students,and students cannot correctly understand physical concepts.When faced with related physical concepts,they can only understand concepts in isolation and cannot connect them with each other.The physics teaching under the new curriculum aims at improving students’ core literacy.As an important component of the formation of students’ core literacy,the formation of students’ scientific thinking and the development of their exploration abilities not only play an important role in the overall development of students’ comprehensive abilities,but also are important ways for students to develop their discipline literacy when they experience the reconstruction of physical concepts and the formation of physical laws.The traditional "indoctrination" teaching model focuses on teachers and does not pay attention to the individual situation of students.From the perspective of cognitive theory,students,as the main body of learning and cognition,if their original cognition is not considered in teaching,it is not conducive to the development of students’ scientific thinking and the establishment of knowledge systems.This study will be based on students’ erroneous pre-conceptions,combined with existing research on pre-conceptions,as well as diagnosis and analysis of the current situation of pre-conceptions among high school students,to explore strategies for transforming misconceptions among high school students.Based on constructivist theory,Ausubel’s meaningful learning theory,and scaffolding teaching theory,fully analyzes the cognitive level and recent development areas of thinking development of students of this school age,and comprehensively analyzes the above results to find out the causes of students’ misconceptions.By rating the characteristics of universality,obstinacy,and concealment of preconceptions,conducts a qualitative analysis of the impact of pre-conceptions on high school physics learning outcomes,and explores feasible strategies for transforming high school students’ pre-conceptions in physics.Based on this strategy,a teaching case for the mechanics part is designed to provide reference for helping high school students establish correct concepts and improve learning effectiveness.In order to achieve the above research objectives,the following work has been done in this article:(1)This article rake and summarizes the research status of pre-conceptions and learning theories.Through collecting and consulting relevant literature,it preliminarily grasps the domestic and foreign research status of the transformation of pre-conceptions in physics,as well as the relevant background and research progress of this topic.Combined with literature research,it is found that misconceptions affect the physics learning effectiveness of high school students to a certain extent.(2)First of all,based on the results of relevant literature research,combined with the existing situation of pre concept of mechanics among junior and senior high school students,a mechanical test paper was designed and questionnaire surveys and analysis were conducted among junior and senior high school students.Secondly,conduct a questionnaire survey on front-line teachers’ understanding of pre-conceptions in physics to understand their understanding of pre-conceptions in physics.Through comparative research and analysis of physics classroom teaching examples from Nanzheng Middle School in Hanzhong City and No.3 Middle School in Tacheng City,Xinjiang,we can further grasp the importance that front-line teachers attach to pre concept transformation based teaching.Through questionnaires and interviews with teachers and students,it is found that incorrect pre-conceptions can hinder students’ understanding of correct scientific concepts.If teachers do not attach importance to students’ incorrect pre-conceptions in the teaching process,it will greatly affect students’ learning effectiveness in learning physical concepts.(3)Based on the actual situation of misconceptions among students in senior high school physics classes and the suggestions put forward by teachers for concept change teaching,this paper analyzes the causes of low teaching effectiveness caused by teaching objects due to pre-conceptions and explores specific methods for changing physics pre-conceptions.Based on the investigation and teaching practice,this paper proposes feasible solutions and strategies to improve the transformation of pre-conceptions in high school physics,and designs and analyzes teaching cases based on the transformation strategies,providing reference for the transformation of students’ misconceptions and the improvement of their learning effectiveness. |
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