Research On The Logic Of Teaching From The Perspective Of CPUP Model

With the deepening of basic education curriculum reform,the study of classroom teaching has become one of the hot issues.And the teaching logic in classroom teaching is one of the main factors to determine the effect of classroom teaching.Some classroom teaching logic is clear and fluent,but some classroom teaching logic level confusion.Therefore,the study of teaching logic in classroom teaching has theoretical and practical significance.This paper takes high school physics quality course as an example to study the teaching logic from the perspective of CPUP model,hoping to provide some reference for optimizing physics classroom teaching logic.This paper mainly includes the following parts1.Through consulting materials and watching high-quality physics courses,the teaching logic in physics teaching is analyzed,and the operational definition of teaching logic is determined.2.Construct the deconstruction model of CPUP physics classroom,which takes the teaching content and teaching behavior as the analysis object,and comprehensively deconstruct the teaching process from the horizontal and vertical angles,so as to lay the foundation for the analysis of classroom teaching logic.3.According to the operability of physics classroom teaching logic,combined with Lesson Videos and teaching records,this paper analyzes the teaching logic of the selected 15 high-quality physics lessons from the simple to the deep,from the three levels of macro plate content,meso unit activities and micro teaching behavior in the teaching process,This paper summarizes the teaching logic characteristics of high-quality physics course: 1.The connection between plates can be divided into three categories: Taking the discovery history of physical laws as the clue;2;Take the question inquiry as the clue;The core is the concept of physics.(2)There are three types of connections among unit systems:deductive reasoning,analytical induction and inductive reasoning.(3)Elementary behavior embodies the application of scientific thinking method in physics,and the organization of elementary behavior is mainly based on students' learning.4.From the characteristics of the teaching logic of high-quality courses,we get the suggestions of optimizing the teaching logic,and put forward the suggestions of optimizing the teaching logic construction from three levels:(1)macro plate design: integrating the internal logic of physics knowledge and students' cognitive law;Skillfully set up problems,timely guide and summarize.(2)Unit activity design: applied inquiry teaching;The original physical problems are designed to optimize the process of knowledge transfer and application.(3)Micro behavior organization: Students' learning is the main task.