Practical Research On The Application Of Multiple Representation In Physics Concept Teaching In Senior High School

In recent years,with the implementation of the new college entrance examination,physics has been abandoned.One reason lies in the high school physics concept has the high abstraction,it is certain difficulty for the student to understand and master,and understanding physics concept is the most basic requirement in the middle school physics study,the student to the physics knowledge construction degree depends on the classroom teaching effect,therefore the physics concept teaching position is self-evident.This study found that many scholars have constructed the teaching model of physical concepts from different theoretical perspectives,and have achieved fruitful results,but few researchers have improved physical concept teaching from the theoretical perspective of "multiple representation",and they have improved the teaching concept teaching,and the teaching concept teaching,and the teaching concept teaching,and the teaching concept teaching,but Multi-table theory has reflected its obvious advantages in the concept teaching of other disciplines.Based on this,the core issue of this study has been established: whether the teaching strategy based on multiple tables can help students understand the physical concept more deeply.It also carried out three aspects of research around this core issue: the application status of multiple characteristics in the teaching concepts of high school physical concepts was investigated by questionnaires;analyzing related theories to construct multiple teaching strategies for multiple characteristics;and the effectiveness of multi-table teaching strategies through experimental research.The following conclusions are formed:First,the teacher’s cognition of multiple representations is piecemeal and experiential.In the process of concept teaching,the representation is mainly selected by personal experience and applied in a single form.Second,under the guidance of the theory of cognitive flexibility,cognitive load theory,and dual coding theory,the three strategies of multiple existing teaching of physical concepts are theoretically proposed: diverse and heavy organization,presenting teaching information,strengthening multiple characteristics of multiple characteristics The conversion and the integration between multiple existing signs,these three strategies have penetrated each other,providing theoretical reference for the teaching of multiple characteristics of physical concepts.Third,based on multi-table teaching strategies,select teaching content,and use "friction" as an example to carry out teaching design and implementation.By comparing the academic performance of experimental classes and control classes,students’ academic performance is significantly different.Therefore,the teaching strategy based on multiple existing signs can help students understand the physical concepts more deeply and significantly improve the academic performance of students.Finally,the insufficient research and explanation of the research hopes to play a certain reference to the majority of teachers.