Research On The Teaching Of Newton’s Law Of Newton’s Motion Based On Core Literacy

In order to adapt to the trend of world education reform and development and enhance China’s international education competitiveness,the 18 th and 19 th National Congress of the Party put forward the requirements of “Lide the Tree” to further deepen the reform of basic education.In 2017,the Ministry of Education promulgated the "Standards for Senior High School Physics Curriculum",stating that the training goal of ordinary high schools is to further improve the overall quality of students and focus on the development of core literacy.Although high school physics teachers are trained in the new curriculum standards,not all teachers can implement the concepts advocated by the new curriculum standards into the classroom.Therefore,the problem we are currently trying to solve is how to apply the concepts advocated by the new curriculum standards to specific classrooms and how to implement core literacy in the physics classroom.This paper mainly uses literature method,questionnaire survey method and classroom observation method to conduct research.Firstly,a questionnaire for high school physics teachers and high school students on the teaching and learning situation of Newton’s law based on core literacy was designed,and then randomly distributed to 20 high school physics teachers and 50 high school students and 70 valid questionnaires were collected.Analysis,found that most high school physics teachers have a certain understanding and mastery of the core literacy concept,and some have already practiced in teaching activities.However,some teachers do not understand core literacy and need to systematically study and train.High school students are very interested in the history of physics and scientific inquiry as well as physical thinking.The concept of implementing core literacy in teachers’ classroomsis possible,valuable and necessary.Guided by physical core literacy and combined with relevant teaching strategies,the whole chapter of Newton’s law of motion was designed,and the control class and experimental class were selected for teaching practice.During this period,the classroom recording was recorded and the classroom observation table was designed to record student behavior.which performed.Then analyze the implementation of the teaching and evaluate the teaching effect.Through research,it is found that by creating real problem situations;conducting experiments in the classroom,designing experiments and operating experiments for students’ time and opportunities;paying attention to the teaching of physics history,restoring students to a true history and other methods for teaching,which is beneficial to the core.The implementation of literacy in the physics classroom,to cultivate students’ relevant qualities and abilities.However,in the process of teaching,because the teachers’ own understanding of the core literacy concept is not in place,there is no way to integrate it into the teaching very well;the students’ lack of original cognition is difficult to accept the knowledge to be learned now;and because of some practical conditions The reason is that the lack of sufficient experimental equipment,teaching resources and other factors in the classroom will also lead to the implementation of core literacy.In the core literacy-based teaching,focus on the cultivation of core literacy;focus on physics experiment teaching,but also pay attention to the teaching of physics history.And in light of the actual situation,we must pay attention to the creation of real physical situations and stimulate students’ interest in learning.In this way,core literacy can be better implemented in the physics classroom.