The Advanced Level Research Of Chinese Middle School Students’ Physics Concept

In recent years,China has actively promoted the new curriculum reform and emphasized the core literacy of disciplines to achieve the ultimate goal of education of disciplines."Physical concept" is an important part of the core quality of physics.The development of students’ physical concept is directly related to students’ basic view and understanding of the material world and their ability to skillfully apply the knowledge of physics.What is the development of Chinese middle school students’ physical concept at present? What should teachers do in practical teaching for different kinds of students with different levels of physics concept? How to effectively advance students’ physics concept to meet the corresponding requirements? By pressing these questions,the thesis mainly uses the questionnaire with high reliability and validity to investigate 2455 Chinese middle school students(grades 7-12),so as to probe into the real situation of the current physical concept level of the middle school students in China.First,based on the five-level physics concept in the physics curriculum standard and combined with the SOLO classification theory,this paper constructs the evaluation framework of three core sub-concepts(material concept,motion and interaction concept,energy concept)under the physics concept,and divides each core sub-concept into detailed indicators.According to the assessment framework,core concepts and important physical concepts or physical laws under the relevant three core sub-concept dimensions are determined.With reference to the test questions of physics concepts that have been developed and tested,questions are selected according to the framework.After expert consultation and preliminary test,three test papers with high reliability and validity are finally formed.Then we measure the progress level of Chinese middle school students’ physical concepts.Through the analysis of the evaluation results,the following conclusions can be drawn:(1)The overall physical concept level of middle school students(grades 7-12)increases with the increase of grade.The research shows that the physical concept of most Chinese middle school students is at the low level at first.After students learn physics courses,students’ physics concept level begins to change.The number of students with low physics concept gradually decreases,while the proportion of students with middle physics concept keeps increasing.The number of students with high physics concept mostly increases through the study of high school courses.The mean value of physical conceptual ability of students in six grades(7-12)has significant difference.The physics concept of students in grade 7 and 8 is below level 1,and the average of students in grade 9 is below level 1,but there are students at level 1 and level 2,high school grade 1 is level 2 and close to level 3,high school grade 2 is close to level 3,high school grade 3 is close to level 4,high school grade 2 and high school grade 4 are above level4 and close to level 5.It can be seen that the difference of physical concept level is manifested at a certain level,indicating that each level should also contain horizontal sublevel,and how to further fine division should be the future research direction.(2)There are significant differences in the physical concept level of students in different gradesStudents showed no significant differences for material perceptions below level 1 in grades 7,8,and 9,significant differences between level 2 in both seniors and juniors,and level 4 in seniors.For the concept of sports and interaction,there is a significant difference between grade 7,grade 8 and grade 9.Grade 1 is at level 2,Grade 2 is at level 3 and close to level 4,and grade 4 is at level 4.The energy concept of grade 7 and grade 8 is below level 1,and there is no significant difference between them;Grade 9 and Grade 1 are at level 1,and there is a significant difference between them;Grade 2 is at level 3,and Grade 3 is at level 4.(3)The development of core sub-concepts in the same grade is unbalancedIt is found that 7th grade students have the strongest concept of material,8th grade students have the strongest concept of movement and interaction,and 9th grade students have the strongest concept of energy.In senior high school,the concept of movement and interaction is the strongest in senior high school,and the concept of energy is the strongest in senior high school.There is a difference between material concept and energy concept,but there is no significant difference between material concept and movement and interaction concept,and movement and interaction and energy concept.There are significant differences between material concept and energy concept,and between movement and interaction concept and energy concept in grade 8 students.In grade 9,there are significant differences among the concepts of matter,movement and interaction,and energy.There is no significant difference between material concept and energy concept,but there is significant difference between material concept and movement and interaction concept,and movement and interaction concept and energy concept.There was no significant difference among the three groups of material concept,movement and interaction concept and energy concept.Based on the above research conclusions,it is found that students’ actual physics concept still has level sub-level at the same level.Therefore,teachers can further refine the current level of level 5 in the curriculum standard,and make clear goals according to students’ real physics concept level,carry out precision teaching,and promote the advanced development of students’ physics concept level.