Action Research on "Unconventional" Experiments Improving the Effectiveness of Physics Concept Teaching in Junior High School
|East China Normal University
|"Unconventional" Physics Experiment Junior High School Physics Concept Teaching Effectiveness
As the cornerstone of physics, Concept is the basis of theory of physics subject. The validity of the concept teaching directly affects the students for the understanding of physical knowledge and for the construction of the whole physical knowledge network. As the basis of physics teaching, physics experiments must be based on material means to carry out. Based on the ineffectiveness of the concept teaching in junior high school and the lack of practical ability and creative spirit for students, through two rounds of action investigation, we discussed the strategies and teaching patterns for improving the effectiveness of classroom teaching by the application of "Unconventional" experiments for the physics concept teaching in junior high school. This study will enrich the theory of concept teaching. It also has important theoretical and practical significance for the improvement of the effectiveness of physics concept teaching.In this thesis, firstly, we theoretically analyzed the formation, intension and extension of the physics concept teaching as well as the characteristics, attributions and strategies of the former concept. Combined with teaching practice, we explained the importance and executive principles of physics concept teaching. Secondly, We analyzed "Unconventional" experiment’s characteristics and principles which be followed. The relationship between the "Unconventional" experiment and conventional experiment was also discussed.Secondly, after questionnaires for students, we carried out two rounds of action research. Through the questionnaires, we found that students had inefficiencies in the learning of physics concept. But they believed that the use of "Unconventional" experiments in the concept teaching will help them to promote a certain non-cognitive factors and cognitive factors of development. According to the survey questionnaire found that the concept of the main problems in teaching, the plan of action research was made. In accordance with the four stages of concept including the introduction, formation, intensification and grasp, the action of concept teaching was proceeded for three months. This research process was observed through teacher interviews, student interviews, teacher reflective journals, and student individual case observation. The corresponding results and existent problems were reasoned out. Based on the problems in the first round of action research, the objectives for the second round of action research was determined. First, we checked the physical concept of literature will be divided into two categories:qualitative concepts and physical and the types of "Unconventional" physics experiments be divided into four categories. Second, through the practice of classroom teaching and the teacher interviews, we analyzed and summarized the teaching strategies for using the matching types of "Unconventional" experiments to improve the effectiveness of classroom teaching for different types of physics concepts. Then we applied the matching "Unconventional" experiments in the education of the qualitative concepts and physical quantities. After nearly two months of action in practice, through interviews between teachers and students, detections of students’exercises to observe the research process, we finally analyzed, summarized the appropriate conclusions.The main conclusions of this research:1. "Unconventional" Physics Experiment can Improve the Effectiveness of Physics Concept Teaching. The using of "Unconventional" experiments in physics concept teaching can make the students with a better understanding of the importance of the physics concepts, stimulate interest in learning, increase self-confidence, increase participation, cooperation, practicality and creativity, deepen their understanding of the concept of knowledge, memory, and enhance the awareness of development, utilization and protection of environmental resources and other functions.2. "Unconventional" experiments can be used in the four stages of concept teaching including the introduction, formation, intensification and grasp. And In these teaching, "Unconventional" experiments have the functions that promoted students to be curious, familiar, percipient, and applicative with the concept.3. A "four-step, four types" of classroom teaching mode for the using of "Unconventional" experiments in concept teaching is summarized.4. Five teaching strategies for using "Unconventional" experiments in different types of concept teaching:First, to fully understand the cognitive mode of concepts that students have. Second, to ensure the type of concept, select, develop the matching types of "Unconventional" experiments. The phenomenon type and property type of concepts should be utilized interest-based and testable "Unconventional" experiments respectively. The property type and interaction type of physical quantities should be used to exploratory and innovative type of "Unconventional" experiments. Third, "Unconventional" experiments can provide a large number of perceptual materials for students to help them achieve information and accumulate conceptual schema. Fourth, the "Unconventional" experiments can provide hands-on activities for students to experience and to form assimilation and conformance of concepts. Fifth, "Unconventional" experiments can provided opportunities of integration of theory with practice for students to use knowledge of physics concepts to solve some practical problems and to promote the re-assimilation of concepts.