<p> 2017年，普通高中物理课程标准提出了对&ldquo;物理观念&rdquo;的要求，突出了物理概念在物理教学中的重要性。建构正确的物理概念对学生理解物理现象、掌握物理规律都有着重要的作用。但在实际教学过程中，学生往往会受到不同因素的影响对物理概念产生误解，形成迷思概念。已有迷思概念会为新概念的学习带来较大的阻碍。为了更有效的帮助学生建构正确的物理概念，教师必须要了解学生的迷思概念，采用合适的教学策略来转变学生的迷思概念。</p> <p> 本文采用文献研究法，梳理了国内外有关迷思概念和POE教学策略的研究，确定了本次研究的主要内容。运用调查研究法，了解了学生在牛顿运动定律中存在哪些迷思概念，明确了本次教学策略的研究对象。最后对POE(Prediction-Observation-Explanation)教学策略进行了探讨，并将扩展后的POE教学策略应用于教学实践，探查了POE教学策略在迷思概念转变中的效用。</p> <p> 在本次研究中，四阶测试卷以及POE教学策略的运用，提高了迷思概念的调查精度，促进了学生迷思概念的转化。经过一个学期的实践，主要研究结果如下：1.利用牛顿运动定律四阶测试卷，对高一学生进行了调查。发现在调查的概念中，学生的真性迷思概念主要出现在牛顿第一定律、牛顿第二定律以及牛顿第三定律这三节；学生的假性迷思概念主要出现在超重与失重这一节。2.运用扩展后的POE教学策略进行教学实践，教学实践结果显示，该教学策略的运用可以提高学生的牛顿运动定律迷思概念的转变效果。3.对学生的学习体验进行调查，发现绝大多数学生都接受扩展后的POE教学策略，并对该策略在&ldquo;加深知识理解&rdquo;、&ldquo;纠正错误观点&rdquo;这两个方向上的作用，持有非常肯定的态度。</p> <p> 综合以上分析，可以看出学生在牛顿三大定律中主要存在真性迷思概念，需要教师重点关注。对于这部分迷思概念的转变，教师可以有针对性地运用扩展后的POE教学策略，来提高学生的学习兴趣，促进学生科学概念的建构。</p>

<p> In 2017, the physics curriculum standards for senior high schools put forward the requirements for &quot;physics concepts&quot;, highlighting the importance of physics concepts in physics teaching. Constructing correct physical concepts plays an important role in students&#39; understanding of physical phenomena and mastering physical laws. However, in the actual teaching process, students often misunderstand physical concepts and form misconceptions under the influence of different factors. Existing misconceptions will bring greater obstacles to the learning of new concepts. In order to help students construct correct physical concepts more effectively, teachers must understand students&#39; misconceptions and adopt appropriate teaching strategies to change students&#39; misconceptions.</p> <p> Using the method of literature research, this thesis combs the research on misconceptions and POE Teaching Strategies at home and abroad, and determines the main content of this research. By using the method of investigation and research, we have learned what misconceptions students have in Newton&#39;s law of motion, and made clear the research object of this teaching strategy. Finally, it discusses the teaching strategy of POE (prediction observation explanation), applies the extended POE Teaching Strategy to teaching practice, and explores the utility of POE Teaching Strategy in the transformation of misconceptions.</p> <p> In this study, the application of the four-level test paper and POE Teaching strategy improved the accuracy of the survey of misconceptions and promoted the transformation of students&#39; misconceptions. After a semester of practice, the main research results are as follows: 1 The fourth order test paper of Newton&#39;s law of motion was used to investigate the students in grade one of senior high school. It is found that among the concepts investigated, the students&#39; misconceptions of truth mainly appear in Newton&#39;s first law, Newton&#39;s second law and Newton&#39;s third law; Students&#39; false misconceptions mainly appears in the section of overweight and weightlessness. 2. The extended POE Teaching strategy is used for teaching practice. The teaching practice results show that the application of this teaching strategy can improve the transformation effect of students&#39; misconception of Newton&#39;s law of motion. 3. Through the investigation of students&#39; learning experience, it is found that the vast majority of students accept the expanded POE Teaching Strategy and hold a very positive attitude towards the role of this strategy in the two directions of &quot;deepening knowledge understanding&quot; and &quot;correcting wrong views&quot;.</p> <p> Based on the above analysis, it can be seen that students mainly have the misconceptions of truth in Newton&#39;s three laws, which requires teachers&#39; attention. For the transformation of this part of misconceptions, teachers can use the expanded POE Teaching Strategy to improve students&#39; interest in learning and promote the construction of students&#39; scientific concepts.</p>

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