Development And Application Of Diagnostic Test For Understanding The Concept Of Electrostatic Field In High Schoo

Concept understanding is the premise of concept application and one of the important factors affecting the effectiveness of students’ physics learning.From the current teaching situation,students’ concept understanding is not ideal,while the traditional academic evaluation is difficult to effectively diagnose the specific problems and causes of students’ concept understanding.Therefore,this study compiled the diagnostic test paper of concept understanding of electrostatic field to test the students in Grade two and three of senior high school,diagnosed the specific problems existing in students’ concept understanding,and put forward targeted suggestions for teaching improvement.First of all,the content framework of "process-result-performance" of physics concept learning diagnosis put forward by Zhang Yufeng of Beijing Academy of Educational Sciences is revised.From the perspectives of concept construction process and construction results,aiming at the eight concepts of "electrostatic force" "electric field strength" "electric field line" "potential energy" "potential" "equipotential surface" "the relationship between electric potential difference and electric field intensity" and "electrostatic field",a set of diagnostic test papers for conceptual understanding is developed based on five indexes: "general demonstration" "relevance integration" "strategic reflection" "connotation" and "extension".The test paper contains 20 questions.It is revised for the first time based on the results of expert advice solicitation and small-scale test.51 senior high school students from a middle school in Shandong Province are selected for the first round of test and the test paper is revised for the second time based on the results of surveying analysis.The revised test paper has good reliability,validity,discrimination and one-dimensional.Secondly,the revised test paper is used to carry out the second round of tests on 292 senior high school students from a middle school in Shandong Province.The diagnosis results show that the students have different problems in 8 knowledge points.Specifically,students have a good understanding of the "connotation" of electrostatic force and poor understanding of "denotation";students have a better understanding of the "connotation" of electric field intensity and poor performance in the three links of "general demonstration" "relevance integration" and "strategic introspection";students’ performance in the "connotation" index and "association integration" index of electric field line is general.Students perform well in the index of "general demonstration" of electric potential energy,but not ideal in the index of "correlation integration";students perform poorly in the index of "generalization demonstration" and "association integration" of electric potential,and do not perform well in the index of "strategic reflection";students perform well in the index of "association integration" of equipotential surface.Students do not perform well in the indicators of "connotation" "denotation" and "strategic reflection" of the relationship between electric potential difference and electric field intensity,while students do not perform well in the indicators of "relevance integration" and "strategic reflection" of the core concept of "electrostatic field".In addition to the above results,the specific problems of students under the specific indicators of each concept are also discussed.Then,the relationship between the scoring rate of corresponding indicators of each concept and students’ gender,grade,subject selection and physics academic achievement is studied.the conclusions are as follows:(1)there are significant differences in one index(strategic introspection index of electric potential concept)among students of different genders,and the level of boys is higher than that of girls.(2)there are significant differences in six indexes among students of different grades,among which one index(strategic introspection index of the concept of electric potential)is that the level of senior high school students is higher than that of senior three students,and five indicators are higher than that of senior high school students.And these five indicators all correspond to "relevance integration" and "connotation" indicators.(3)there are significant differences in 7 indexes among the students with different subject selection,among which one index(the "extension" index of the concept of electrostatic force)is that the level of non-science students is higher than that of science students.Six indicators are that the level of science students is higher than that of non-science students,and these six indicators correspond to "connotation" and "association integration" indicators.(4)there is a significant correlation between the physics academic achievement of senior high school students and all the indicators of "general demonstration" "strategic reflection" and "extension",and there is a significant correlation between the physics academic achievement of senior high school students and all the indicators of "strategic reflection".In other indicators,the situation of different concepts is different and has no obvious characteristics.Finally,based on the diagnosis results,this paper puts forward some suggestions on concept teaching as a whole,taking the three knowledge points of "electric field intensity" "electric potential energy" and "the relationship between electric potential energy and electric field intensity" as examples to put forward ideas for teaching improvement based on students’ specific problems.