OPTIMIZATION OF PHYSICS CONCEPT CONSTRUCTION AND TEACHING DESIGN BASED ON SOLO CLASSIFICATION THEORY—TEACHING “FIXED-AXIS ROTATION OF RIGID BODY MECHANICS” AS AN EXAMPLE

“Knowing but not knowing” is a common problem in students' learning of physics concepts, which has received widespread attention in the academic community. The reason for this is that learners need to cross several cognitive stages from “understanding-concept acquisition” to “using-capability generation”. Take the teaching of “rigid body mechanics” as an example, with the core concept as the main axis, according to the law of students' cognitive thinking development, using the learning progression theory to design the teaching of physical concepts, combined with the five levels of development of the SOLO classification theory, from the five-fold representation perspective of “acquisition-skillfulness-maintenance-transfer-adjustment” to the five-fold representation perspective. “fivefold representation perspective to evaluate the optimization of physics concept teaching design, to explore how to use the SOLO classification theory to achieve in-depth teaching, and effectively improve the teaching effect of university physics.