Paper Keywords: knowledge classification learning strategies

Abstract: Different types of knowledge have different characteristics. In the process of knowledge learning, if we can grasp the characteristics of different knowledge and adopt corresponding teaching and learning strategies, it will promote physics teaching in senior high school to some extent. This paper discusses the application of knowledge classification theory in senior high school physics teaching.

Cognitive psychologists have roughly divided the types of knowledge into two categories, namely, declarative knowledge and procedural knowledge. Sanya category refers to that besides declarative knowledge as the first type of knowledge, procedural knowledge is further divided into external wisdom skills for dealing with physical matters and internal cognitive strategies for domination and adjustment.

In the first stage of learning, we must ensure new information (facts, concepts, rules, etc. The symbol represented by) enters the proper position of students' original cognitive structure, which is what we call understanding. In the second stage of learning, if knowledge is stated, we must ensure that it is reasonably organized through review, so as to be conducive to extraction and utilization. If we want to turn them into practical skills, we must practice them properly under sufficient and diverse conditions so that they can be applied in the new changing environment in the future. Generally speaking, the learning of generalized knowledge has gone through three stages: the acquisition stage of declarative knowledge, the consolidation stage of declarative knowledge, the transformation stage from declarative knowledge to procedural knowledge, and the migration and application of procedural knowledge in new situations.

1 acquisition stage of physical declarative knowledge in senior high school

When studying physics in senior high school, students' physical concepts, laws, concepts and methods are first acquired as declarative knowledge. Cognitive psychologists believe that the core of declarative knowledge learning is to establish two kinds of connections: the connection between new knowledge and original knowledge, that is, external connection; The internal connection between new knowledge, that is, internal connection.

Intuition and generalization are two ways to acquire new knowledge of physics. Intuition is an example of providing knowledge learning from students' intuitive experience. For example, in the process of learning ability, provide students with the following examples of pushing, pulling, squeezing and pressing for students to analyze. Guided by these experiences, the concept of output is summarized: force is the interaction between objects. Assimilation is another important way of learning. Assimilation is to incorporate new knowledge into the existing knowledge structure, so that the original knowledge can be enriched and developed. Assimilation methods include lower learning and upper learning. After learning the concept of force, it is inferior to learn the common concepts of three forces and other forms of force. After learning force, speed and acceleration, learn the concept of vector. This is upper-class knowledge.

2 the consolidation stage of declarative knowledge

The difficulty of declarative knowledge learning lies not in understanding but in keeping, and forgetting is the natural enemy of learning. At this time, teachers should guide students to cultivate good study habits and teach them learning strategies. Common learning strategies are as follows:

(1) Retelling strategy. Retelling strategy is a process that students keep repeating actively in order to remember the content of knowledge. This repetition is active, and the mind should be in an active state in the process of retelling.

(2) sorting strategy. The sorting strategy is mainly to teach students how to organize and memorize specific knowledge points. For example, in the process of learning concepts and rules, learners can find out subtle differences and identify similarities and differences through comparison.

(3) Organizational strategy. The organizational strategy is to recode the learned knowledge. The basis of organizational strategy is that students should know the logical relationship between knowledge. Only in this way can knowledge be reorganized and reconstructed. How can students reconstruct knowledge effectively? It can be said that students have really mastered what they have learned.

3 Transformation from declarative knowledge to procedural knowledge

The key to the transformation from declarative knowledge to procedural knowledge lies in application. In order to promote the transformation from declarative knowledge to procedural knowledge, teachers should also provide corresponding variant exercises to promote the transformation from knowledge to skills. The key to variant exercise is to change the application situation and methods, rather than simply let students apply and imitate.

4 the guiding significance of knowledge classification theory to senior high school physics teaching

(1) in the new curriculum teaching. The introduction of new curriculum should arouse the concern and expectation of all students. In addition, in order to understand the learning situation, students should organize in advance according to their own knowledge reserves, and the materials organized in advance should be targeted and guiding.

(2) In studying law. Learning to learn is one of the goals of the new physics curriculum reform in senior high school. Cognitive strategy itself is a kind of procedural knowledge, and learning strategy can only promote learning if students keep applying it in the learning process. Physics itself is very logical, so the application of learning strategies can promote students' long-term knowledge memory, profound understanding and reasonable knowledge structure.

(3) In terms of knowledge transfer. In the process of learning physics knowledge, variant exercises can consolidate knowledge, and at the same time, we should pay more attention to the fact that the purpose of exercises is not only to let students do problems. The important role of variant exercises here is to promote the transformation from declarative knowledge to procedural knowledge.

(4) academic evaluation. According to Bloom's classification theory of learning objectives in the cognitive field, what are the results of knowledge learning? Memorize it? 、? Do you understand? 、? Apply? 、? Analysis? 、? Comprehensive application? 、? Evaluation? These six levels, this theory guides the formulation of our curriculum teaching objectives.

The author believes that only by clarifying the nature of knowledge first, and then choosing teaching methods and learning methods, can the evaluation content be targeted, scientific and the evaluation results be credible. Therefore, the guiding significance of knowledge classification theory to senior high school physics teaching is obvious.

This paper is the research result of the teaching and research project "Application of Task Analysis in Physics Teaching in Senior High School" in Jiangsu Province in 2007.

refer to

[1] Chen Gang et al. Learning and teaching design of natural science. Shanghai: Shanghai Education Press, 2005.9: 100.

[2] Pi Liansheng. Intellectual psychology. Beijing: People's Education Press,1996.4:11.

[3]-Hong. Classification of cognitive goals and subject examination propositions. Shanghai Education Research, 1986( 1).

[4] Huang Zheng. Research and implementation of physics learning strategy in senior high school. Master thesis of East China Normal University in 2007.

Please continue to read the relevant recommendation: graduation thesis fresh graduates apply for jobs.

Check the graduation thesis model essay, download and check the thesis opening report, and check the outline of the reference thesis.

Refer to more graduation thesis thank you, refer to more graduation thesis formats, and refer to more thesis defense;