High School Physics "interaction-force"contextualized Instructional Design Based On SECI Theory

“ Further selection of subject content......making curriculum content situational and promoting the implementation of subject core literacy ” is one of the main changes in the revision of " ordinary high school physics curriculum standard "(2017 edition2020 revision),curriculum content situational is an important way to promote the implementation of students ' core literacy.The word “ situation ” has appeared many times in the " ordinary high school physics curriculum standard ",which also reflects the importance of situational teaching of curriculum content.Therefore,situational teaching is an important topic and practical problem faced by middle school physics teaching.On the basis of Constructivism Theory and Situational Cognition Theory,this study borrows SECI Theory in the field of economics,and conducts situational teaching design by taking the “ interaction-force ” part of the first volume of the 2018 edition of “ Ordinary High School Textbook Physics ” as the research content.The main contents are as follows :Firstly,this paper expounds the reasons of choosing “ interaction-force ” as the research content of this paper and the advantages of using SECI Theory to guide the situational teaching of this chapter compared with traditional situational teaching.Then,based on the SECI Theory,third chapter of " ordinary high school physics curriculum standards " requirements,teaching materials and learning situation are situationally analyzed.On this basis,the unit teaching design idea is obtained : the creation of “ big sweep ” big situation and related experimental situation,and the situationalization based on the SECI Theory.In the “ founding field,” students are guided to feel more and experience the situation,and to think about problems related to knowledge points in the situation,so as to realize the transformation of tacit knowledge to tacit knowledge.In the “ dialogue field,” students are encouraged to express their situational experience to make tacit knowledge explicit.In the ' system field ',students gather explicit knowledge from other students and teachers to enrich their knowledge width.In the practice field,students are organized to apply physical knowledge to solve practical problems in situations,making explicit knowledge recessive,realizing the spiral rise of knowledge,and promoting the implementation of students ' core literacy.Finally,under the idea of unit teaching design,based on SECI Theory,a unified“ sweeping situation ” is created for “ interaction-force ”,and the class teaching design is carried out under the big situation : when learning “ gravity and elastic ”,a situation of “ sweeping and summarizing the platform ” is created;when learning “ friction ”,create the situation of “ sweeping the table ”;when learning “ Newton ' s third law ” to create a situation of “ cleaning up and stacking storage tanks ”;create a situation of“ sweeping water ” when learning “ the synthesis and decomposition of power ”;create a situation of “ sweeping away the drag and drag ” when learning “ balance of common forces ” creating a “ sweeping ” situation as the command situation of knowledge learning of the whole unit force;create experimental situations as the support of knowledge generation.Based on SECI Theory,the two situations are combined to promote students ' cognition and complete students ' construction.