High School Physics Teaching Based On Students’ Conceptual Change

Physics concepts are the cornerstone of the physics discipline and the foundation for constructing its knowledge system.Therefore,the quality of physics concept teaching directly affects students’ understanding of physics knowledge and the construction of their knowledge network.However,during the internship,the author found that learning high school physics concepts is the most difficult challenge for students to construct physics knowledge.Currently,high school physics concept teaching does not sufficiently focus on students’ conceptual transformation.In order to help students establish scientific concepts,the author based on the theory of students’ conceptual change and sought more effective high school physics concept teaching strategies.Taking the "three laws of Newton" in Compulsory Course 1 as the main content,corresponding teaching designs were written and implemented.This thesis aims to investigate the effectiveness of conceptual change teaching.Firstly,the importance and current status of physics conceptual teaching are summarized,and the development of conceptual change teaching at home and abroad is reviewed to establish research ideas,and clarify research content and significance.Then,this thesis defines "pre-concepts," "conceptual change," and "teaching strategies," and provides theoretical basis and guidance for conceptual change teaching by assisting Piaget’s cognitive development theory,constructivism theory,and conceptual change teaching theory.This thesis also investigates the pre-concepts of "Newton’s Three Laws" of two classes of high school freshmen in Haikou City through interviews and questionnaires.Finally,this paper proposes a four-part teaching strategy,including:(1)awakening existing experiences as concept growth points;(2)triggering cognitive conflicts to reveal incorrect pre-concepts;(3)achieving cognitive transformation and establishing scientific pre-concepts;(4)consolidating scientific concepts through concept application,selecting corresponding teaching strategies for different teaching content,and assessing students’ conceptual effectiveness through post-class exercise papers.The practical results indicate that the targeted use of various conceptual change strategies can promote students’ transformation from pre-concepts to scientific concepts.However,this study only focused on "Newton’s Three Laws" and did not form a comprehensive study,leaving sustainable research directions for future teaching work.