The Compilation And Implementation Of The Physical Concept Level Evaluation Scale For Junior Middle School Students Under The New Curriculum Standard

In order to further deepen the curriculum reform and implement the fundamental task of cultivating people through moral education,the "Physics Curriculum Standards for Compulsory Education(2022 Edition)" promulgated by the Ministry of Education in 2022 proposes the goal of cultivating core physics literacy in the compulsory education stage.Play a directional leading role in the core literacy of physics.Therefore,it is very important to cultivate students’ physics concepts.How well students cultivate their physics concepts requires evaluating the level of students’ physics concepts.However,there are relatively few studies on the evaluation of junior high school students’ physics concepts.Therefore,based on the "Physics Curriculum Plan for Compulsory Education(2022 Edition)",this article constructs the evaluation framework of physics concepts,compiles the evaluation scale,reveals the development level of junior high school students’ physics concepts,and puts forward teaching suggestions.The main work is as follows:(1)Constructing a framework for the evaluation of junior high school students’ physics conceptsBased on cognitive development theory,SOLO classification theory,advanced learning theory and Bloom’s classification theory of educational objectives,a two-dimensional physical concept evaluation framework of knowledge content and cognitive level is constructed.The dimension of knowledge content draws on the content division results of existing scholars on physics concepts,and divides it based on the "Compulsory Education Physics Curriculum Standards(2022 Edition)".The horizontal dimension takes the cognitive process category in Bloom’s classification as a reference frame,draws on Wang Changjiang’s cognitive division of junior high school energy concept,and improves the framework based on "Compulsory Education Physics Curriculum Standards(2022 Edition)" to improve the physics discipline.The knowledge content maintenance and level dimensions are integrated,and the initial evaluation framework is established.The interview method is used to demonstrate the initial evaluation framework,and finally the evaluation framework is established.The assessment framework divides physical concepts into material,motion,interaction,and energy from the perspective of knowledge,and into five levels of memory,understanding,analysis,application,and creation from the cognitive perspective.(2)Preparation and quality inspection of evaluation scaleSelect the test questions that conform to the evaluation framework from the physics test papers of the senior high school entrance examination and other high-quality test papers in the past years,directly select or adapt them,and compile them into the evaluation scale.Based on the Rasch model,use Winsteps3.72.3 software to check the quality of the evaluation scale,modify the problematic items,optimize the measurement tools and perform the measurement again.In the end,the item reliability of the evaluation scale was 0.77,the separation degree was1.81,and the error was 0.39;the subject reliability was 0.99,the separation degree was 8.11,and the error was 0.15.All indicators are good,indicating that the measurement tool is effective and can be used for measurement.(3)Implementation of the assessment scale(1)Analysis of the physical concept level of junior high school studentsI In this study,the test students(municipal secondary school students)can basically reach level 3,very few students ’ physical concept level stays at level 1 and level 2,and most students have not yet reached level 4 and level 5.The details are as follows: Among 143 subjects,only one student ’s physical concept level is below level 1,accounting for 0.70 % of the total;students at the level of physical concept 1 accounted for 3.50 % of the total number;the number of people who reached concept level 2 accounted for 11.19 %;the number of people in the level3 stage reached 65.73 %;the number of people at the fourth level accounted for 15.38 %;the number of people at level 5 accounted for 3.50 %.(2)Suggestions for Teaching Physics ConceptsAccording to the test results of students’ concept level,combined with the teaching facts and the analysis of the interview content of front-line physics teachers,the following teaching suggestions are put forward to promote the development of students’ physical concept level:The number of students who reach level 4 is small,accounting for only 15.38 % of the total number,indicating that the knowledge in students’ minds is independent and fragmented.In this regard,teachers should pay attention to unit teaching,build knowledge connection,strengthen knowledge integration,and promote the formation of ideas;very few students’ concepts reach the level of level 5,and students’ thinking flexibility is poor.Teachers can deepen students’ physical concepts with the help of ’primitive problems’ and ’Fermi problems’ in daily teaching.In addition,the development of high-level concepts is based on the formation of lowlevel concepts.Therefore,teachers should also pay attention to the cultivation of the first three conceptual levels in daily teaching.