When we use these teaching strategies in teaching practice, we find that we can really achieve the expected results described in some literatures. However, when we design some new situations for students to solve problems with Newton's first law, we are surprised that students have a poor grasp of Newton's first law, which makes us puzzled. Why does the same teaching strategy have such a big deviation in the evaluation of teaching results? Is it because of the teacher's teaching, the students' learning, or both? This urges us to think deeply and rationally about the teaching of Newton's first law, and further study the teaching of Newton's first law from the perspective of students' cognitive psychology.
Generally, the teaching of Newton's first law is carried out in the order of textbook arrangement. Then, by explaining the arguments of Galileo and Aristotle, the wrong idea that "force is the reason to maintain the motion of objects" is eliminated. Furthermore, the correctness of Newton's first law is proved by doing experiments on inclined cars. Finally, let students use Newton's first law to explain the phenomena in daily life, so as to complete the whole teaching process.
In order to test students' learning and mastery of Newton's first law, we use such a topic to test students. The topic is as follows. You are sitting in a car moving in a straight line at a constant speed, throwing the key in your hand vertically and asking whether it falls in your hand or behind your hand. All 56 students in the class answered: they left it on the test paper behind your hand. Asked why, they all said: the car is moving, and if the key is thrown away, it will not go forward.
2 How to better improve the teaching effect of Newton's first law and make the teaching effect of Newton's first law really satisfactory. We believe that the improvement of teaching methods limited to general forms is superficial, and we must go deep into students' cognitive structure to investigate the root of students' misunderstanding.
The theory of cognitive psychology tells us that the mistakes made by students in learning physical concepts and laws are often due to the influence of pre-scientific concepts in their minds.
The so-called pre-scientific concept refers to a systematic but unscientific concept formed by children repeatedly constructing various physical phenomena and processes in their minds before learning physics courses. For example, Newton's first law is like this. In physics teaching, it is thought that students can only accept knowledge through "active" teaching, and if they still don't understand, they can achieve their goals by speaking a few more times. Practice has proved naive, because in the experience of some students, there has been a concept similar to Aristotle's theory that "force is the reason to maintain the motion of objects" In this way, when they study Newton's first law, it is possible to integrate it into their original cognitive structure. Newton's first law has actually become synonymous with "force is the reason to maintain the motion of objects" When asked to explain some life examples that are not easy to expose their misconceptions, such as using a unicycle and kicking a ball with their feet, they can also explain clearly. However, when explaining the examples of throwing keys by hand and dropping bombs by airplanes, they use Aristotle's theory to explain them, and their misconceptions are completely exposed. This is the crux of the poor teaching effect of Newton's first law.