| The law of conservation of energy is one of nature’s most universal and fundamental laws and will be used throughout the high school physics teaching progress.As the last section of the mechanic’s chapters of physics,the conservation law of mechanical energy is the first conservation law of energy that students encounter after entering high school.The study of this section can not only provide a solid foundation for the subsequent analysis of the conservation law of energy,the first law of thermodynamics,but also provide new ways of solving mechanics problems.Core concepts refers to a serial of theoretical knowledge that can integrate many concepts and laws within a discipline.Meanwhile,learning progression is the specific description of the coherent and gradually developing thinking path that students have to follow when they learning or study a certain concept or law in a period.As the theoretical knowledge that can integrate the concepts of work,kinetic energy and potential energy,we use it as a core concept to build a progression path for learning the conservation law of mechanical energy.The main research work and results of this thesis is summarized as follows.Firstly,the learning progression hypothesis of the law of conservation of mechanical energy was constructed.By compiling and analyzing the textbook content,the standard curriculum requirements and the college entrance examination questions,and interviewing with front-line physics teachers,the essential concepts of the conservation law of mechanical energy were selected including work,kinetic energy,kinetic energy theorem,gravitational potential energy,elastic potential energy,mechanical energy,and the conservation law of mechanical energy.Combining the essential concepts and myth concepts of the conservation law of mechanical energy,the hypothesis of learning progression of the conservation law of mechanical energy is constructed according to the scientific concept development hierarchy model.Secondly,the learning progression hypothesis on the conservation law of the mechanical energy was verified.Then,two rounds of tests were designed and carried out based on the constructed learning progression hypothesis.The Rasch model method was used to analyze the quality parameters,wright map,one dimensional property and Rsquared.The results were used to modify and improve the test paper and learning progression hypothesis.Through investigation and analysis,the test paper used in the second round can satisfy the requirements well and demonstrated that the constructed learning progression hypothesis are more reasonable.Thirdly,the constructed learning progressions was applied to teaching practice.Teaching design is carried out on the basis of learning advance of conservation law of mechanical energy.Students in senior one are selected to conduct practical teaching.The results showed that the teaching design based on the learning progression conservation law of the mechanical energy is more effective than the ordinary teaching design in practice.This thesis constructed and verified the learning progressions of the conservation law of mechanical energy and applied the learning progressions constructed by the authors to test them in teaching practice.The results show that constructing a learning progression for the conservation law of mechanical energy can help teachers quickly understand students’ current cognitive level,set reasonable teaching objectives,and choose appropriate teaching methods;it can lead the way for students to learn the conservation law of mechanical energy.Therefore,learning progression is of great importance in teaching the conservation law of mechanical energy in high school physics. |
