Practical Research On Unit Teaching Promoting Deep Learning Of High School Physics

The main thrust of the current educational reform is to promote the development of students' core literacy.Deep learning is an important way for our country to comprehensively deepen curriculum reform and implement core qualities.This article is guided by the theory of deep learning,and attempts to use "unit learning design" as a starting point,highlighting the four structural designs of the problem structure,knowledge structure,learning structure and activity structure of the learning process,and constructing "unit teaching to promote high school physics deep learning" Model ",practice and test the effect.This research has the following three important results:First,integrate deep learning teaching strategies,system theory and UbD unit reverse design theory,try to use unit teaching as the starting point,and construct a "model of unit teaching promoting deep learning in high school physics".The model includes: selecting unit learning topics,designing unit learning goals,preset unit learning evaluation,design unit learning process,and continuous evaluation feedback correction.Second,on the theme of the unit of "relationship between force and motion",two months after practicing "a model for unit teaching to promote deep learning in high school physics",the model was tested by a final test,a " relationship between force and motion " paper test and student interview The results show that the "unit teaching promotes high school physics deep learning model" has a significant effect on improving students' academic performance,improving students' scientific thinking ability and language expression ability,and enhancing students' positive emotions in physics.These effects are consistent with the characteristics of deep learning.Third,through the classification analysis of students,it is found that in the experimental school,this model has a greater impact on students with moderate academic performance,and has no significant impact on students with particularly excellent and difficult academic performance,which may involve learning attitudes and learning ability and relative difficulty of test questions and other factors.