High School Electrical Teaching Design Research Centered On Core Concepts

Since the America National Research Council(NRC)published the 'National Science Education Standards" in 1996,all states have actively carried out scientific curriculum reforms based on this standard.However,the reforms lasting more than ten years have not achieved satisfactory results.The United States has rethought the current standards.Problems existed and it was found that it was not focused and coherent.It was wide and not deep.There were many scientific knowledge students had learned from primary school to high school,but they could not fully understand the scientific concept.In addition,they ignored the importance of learners' in-depth science and hands-on practice.So that young people can not be based in society,so in the United States,only a small number of students to meet the pressure of the global economy based on knowledge,innovation,to meet the challenges of higher education.Based on the spirit of change and introspection of the US view of talent in the new era,in July 2011,the United States promulgated the "Science Education K-12 Framework:Practice,Multidisciplinary Concepts and Core Concepts".The new framework emphasizes the core concepts of disciplines,which make the majority of Education scholars began to pay attention to and study the core concepts and become the focus of scientific education research at home and abroad.The curriculum reform of China's middle school physics has been more than 10 years.However,the physics courses in elementary and junior high schools have been designed separately.However,the physical knowledge of elementary schools,junior high schools and middle schools have not been connected or connected in terms of content.The students' physics thinking and analytical ability have been seriously impaired..Therefore,it is very necessary to strengthen the integration of science curriculum.At present,the research on the core concept organization teaching in our country is at the exploratory stage.In physics teaching,we focus on defining and combing the core concepts of middle school physics,and lack of research on teaching design and practice.Therefore,this article main research:1.People's Education Center core concept of high school physics.The concept of electricity is divided according to the teaching materials of the People's Education Press,the core concept definition standards and the high school physics curriculum standards.2.The importance of core concepts in organizational teaching.Through the teaching practice centered on the core concepts,it shows the importance of organizing teaching with the core concepts as the center,and provides reference value for practicing the core concepts.3.The core concept of instructional design.Analyze the content and situation of teaching,formulate teaching objectives,select teaching strategies,prepare teaching plans,arrange teaching processes,and finally form the basic general steps of the teaching design centering on the core concepts,and follow the example of teaching design for electric parts.Research result:1.Through the analysis of curriculum standards and teaching materials,the core concepts of high school electricity that are combed include:the law of conservation of charge,Coulomb's law,electric field,potential energy,electric field strength,potential,magnetic field,closed loop Ohm's law,magnetic flux,Mutual inductance,self-inductance,sinusoidal AC,transformers,sensors,Maxwell's electromagnetic field theory.2.Through classroom teaching practice,this paper believes that the organization of teaching around core concepts has four important roles:It helps teachers to clarify the relationship between various physical knowledge in teaching materials;It helps teachers to deal with the relationship between heavy and difficult and general knowledge;Help students to improve their scientific literacy;help to properly reduce the learning burden caused by memory.3.Through the analysis of the elements of instructional design,put forward the basic steps of instructional design based on the core concept:analyze the teaching content with the core concept as the center;analyze the learner with the core concept as the center;determine the teaching goal with the core concept as the center;Concept-centered design teaching evaluation;centered on the core concepts as the center to choose teaching strategies.