Research On The Structured Teaching Strategy Of Physics Unit Knowledge In High School

All along,high school physics teaching is faced with a variety of dilemmas:The burden of heavy work load has caused students to lose almost the interest in learning.The tight schedule and the heavy task pressure brought teachers to become "teachers".Although the new curriculum reform continues to advance,the contradictions that existed in the physics teaching of high schools have not been resolved.In view of this,based on Bruner's theory of disciplinary structure,this paper proposes a structured teaching strategy for the high school physics unit.The significance lies in the fact that it can reduce the burden on students and cultivate physics learning interests.It can make teachers more comfortable in their teaching and it can be used freely.Can always cultivate the students' core literacy as our educational goal.This thesis takes the structured high-school physics unit teaching strategy as the theme and conducts research from both theoretical and practical levels.First of all,based on the theoretical research,this paper proposes a structured teaching strategy for high school physics units through analysis and discussion,and aims to solve the outstanding contradictions in current high school teaching.Secondly,in the practical research,the experimental group and the control group were designed,and the above strategy was implemented.Through the analysis of the data of each grade,the results showed that the structured teaching strategy of the high school physical unit has a significant effect in practice.Again,a questionnaire survey was conducted after the practice study was completed,and the feedback results can also confirm the above results.In addition,through interviews with individual students and teachers,several issues that have been revealed in the implementation of structured teaching strategies for high school physical units and have not been tested in practice have also been summarized.From the content point of view,the article is divided into five chapters.In the first chapter of the introduction,we reviewed the research background and status quo through reading literature,and pointed out the necessity of building a structured teaching strategy to solve the current physics teaching problems.After the purpose and significance of the study,the appropriate research methods were selected and practical research ideas were put forward.The second chapter mainly used the literature method to study the related theories of structured teaching,from the discipline structure theory,constructivism theory,and cognition.Structural theory and the "Gestalt" holism have drawn important evidence,laying a solid theoretical foundation for the study from a theoretical perspective.In the third chapter,after a brief analysis of the physical characteristics,curriculum setting and knowledge distribution of senior high school,the basic concept and basic elements of high school physics unit knowledge teaching were studied.Finally,systematically put forward:Scientifically divide structured teaching units;Combine curriculum standards,devise unit-based structured teaching goals;Compile unit knowledge based on instructional goals;Structure instructional resources;Closely interpret instructional objectives;Structure knowledge-based instructional design;Units Knowledge Structured Instructional Implementation And evaluation of the high school physics unit structured teaching strategy.Then,in the fourth chapter,we use experimental methods to carry out practical research on the teaching strategies proposed in the third chapter.The research subjects selected two classes in the first grade,which were used as experimental class and control class respectively;the physics teaching of the experimental class was adopted.It is the teaching strategy of the unit knowledge structure constructed in this paper.The control class adopts the traditional teaching mode.During the research process,the questionnaire data,interviews,and statistical analysis methods are used to analyze the data collected during the experiment to confirm The structured teaching strategies of high school physics units can be well applied in real teaching,and can also reveal problems in the process of teaching practice,as a starting point for the improvement of unit structured teaching strategies.Finally,in the fifth chapter,the paper summarizes the summary and prospect of this article,analyzes the results of the research,and profoundly rethinks the deficiencies in the article.Facts have proved that the structured teaching strategies of the high school physical units conceived in this paper are practical in practice.By practicing the structured teaching of unit knowledge,students can change their attitudes toward learning physics and enhance their physics learning interests.At the same time,the research on unit structured teaching in this paper is not thorough enough,and many problems are revealed in practice,such as whether the unit structured teaching strategy is universal in some chapters,and the lack of quantitative evaluation mechanism for teaching process.and many more.It is hoped that these problems and inadequacies can provide an entry point for the research of later scholars and front-line teachers,and can further promote the teaching of physical structure in high schools.