Research On The Difficult Points Of High School Physics Concept Teaching Based On The Core Literacy Of The Subject

Since the beginning of the 21 st century,the era of rapid development of information and high technology,more and more attention has been paid to the relationship between human development and education.The 2017 edition of ordinary high school physics curriculum standards points out the relationship between physics education in China and the development of contemporary middle school students: to improve students' core quality of physics through the study of physics.Physics concept and its teaching are closely related to the core accomplishment of physics.It is of great significance to study the difficulties of physics concept based on the core accomplishment.This thesis is divided into six chapters,including three research questions: first,the establishment of high school physics concept teaching difficulties and breakthrough of theoretical analysis;The second is the investigation and analysis of the current situation of high school physics teachers on the establishment and breakthrough of concept teaching difficulties;The third is the case study of the establishment and breakthrough of the difficulties in the high school physics concept teaching.The theoretical analysis of the establishment and breakthrough of difficult points in physics concept teaching in high school,based on the core accomplishment of physics discipline,mainly discusses the basis and method for the establishment of difficult points in physics concept teaching,as well as the basis and method for the breakthrough of difficult points in physics concept teaching.The investigation and analysis of the current situation of high school physics teachers on the establishment and breakthrough of concept teaching difficulties,this part mainly includes:the understanding of contemporary physics teachers on physics curriculum standards and core quality of physics;Understanding the basis and methods of establishing and breaking through the difficult points in concept teaching;To help students break through the obstacles in the process of concept teaching;To understand the role of students in the process of breaking through the difficult points in concept teaching.A case study on the establishment and breakthrough of difficult points in high schoolphysics concept teaching,the concept class "friction force" was selected as a case study to analyze how teachers should establish and break through difficult points in physics concept teaching based on the core quality of physics subject in specific educational practice.Based on the above research content,the following four basic conclusions are drawn: first,the breakthrough of difficult points in physics concept teaching is conducive to the improvement of students' core accomplishment;Second,the value of the physics curriculum standard to the research on the difficult points of concept teaching needs to be practiced by teachers.Third,the physics teacher study the concept teaching difficult point to the learning situation is not comprehensive;Fourth,breaking through the difficult points of concept teaching requires the joint efforts of teachers and students.This study puts forward four Suggestions on the above research conclusions: first,teachers should pay attention to the value of physics curriculum standards;Second,teachers should attach importance to the flexible analysis of learning situation;Third,teachers should attach importance to the use of situational teaching to help students establish physical concept model;Fourth,teachers should guide students to give full play to their thinking initiative when they encounter difficulties in concept learning.