Research On The Model Construction And Evaluation Of Senior High School Students’ Systematic Concept Of Physics

With the continuous emergence of new technologies and knowledge,society has put forward higher requirements for talent cultivation.People gradually realize that the complexity and diversity of problems require us to adopt a more comprehensive and high-level perspective to solve practical problems encountered in production and life.In this environment,the international scientific education community has begun to pay attention to the cultivation of systematic thinking talents,and the learning requirements for system related content can also be seen in the curriculum standard documents of multiple countries.A system concept system with rich content and good structure is beneficial for the formation and improvement of students’ systematic thinking ability.However,current research shows that students’ understanding and understanding of the system is not high,and the reason is that the generation and development of students’ systematic concepts are easily overlooked in the teaching process.Therefore,this study aims to clarify the connotation of high school students’ physics subject system concept,construct a structural model of high school students’ physics subject system concept,develop evaluation tools on this basis,and explore the current situation,in order to provide targeted training suggestions.First of all,the research combed the research on system concepts at home and abroad with the help of the citation analysis software HistCite,traced back the frequently cited literature in this field,explored the research development path,and then summarized the existing research achievements and shortcomings.Based on the results of literature analysis and the requirements for systematic learning in programmatic documents on physics at home and abroad,the study determined that the systematic concept of physics for high school students consists of five elements: the concept of system essence,the concept of system form,the concept of system evolution,the concept of system correlation,and the concept of system value.Based on this,a pyramid structure model of the systematic concept of physics for high school students was constructed.Secondly,based on the cognitive development characteristics of high school students and the SOLO classification theory,a three level and five dimensional framework for evaluating high school students’ physical subject system concepts was established based on the structural model of high school students’ physical subject system concepts.The specific performance of each level’s corresponding dimensions was determined.Furthermore,using questionnaire survey and interview methods,combined with the content of the evaluation framework,develop evaluation tools and evaluate the current situation.During this process,the Rasch model was used to analyze and process the predictive test data,and the results showed that some test questions had poor unidimensionality and fit.These test questions were adjusted and revised to obtain optimized evaluation tools.Subsequently,a formal test was conducted on 210 high school students,and the results of data analysis showed that: firstly,the overall level of physics subject system concept among high school students was slightly lower than the project difficulty value;Secondly,the development of the systematic concept of physics among high school students is uneven;Thirdly,the systematic thinking ability of high school students significantly affects the systematic concept of physics;Fourthly,there are significant differences in the level of systematic concepts of physics among students of different genders and grades;Fifthly,there is a significant differentiation in the systematic concept of physics among third grade students,with a relatively balanced proportion of each level.Finally,based on the current situation of high school students’ systematic concept of physics,targeted suggestions are proposed for cultivating students’ systematic concept of physics in actual teaching: firstly,changing teaching methods and highlighting the teaching of system related knowledge;The second is to utilize students’ existing experience and develop various dimensions of concepts in a balanced manner of "high" and "low";The third is to infiltrate systematic thinking and use systematic thinking methods to organize teaching content;Fourthly,pay attention to the psychology of senior high school students and promote the stability and improvement of their systematic concept level;The fifth is to integrate the history of physics and enrich students’ understanding of "systems".