The Construction Of High School Physics Deep Learning Classroom Based On STSE Concept

With the core literacy proposed,teaching and learning requires that teaching focus on developing well-rounded people,that is,people with key competencies and essential character.However,there are still a lot of problems in high school classrooms,and the phenomenon of "results over process" and formalization and superficiality still exists,while the knowledge of high school physics is complicated,and students lack the necessary perceptual understanding to understand it.Students’ fear of learning physics and lack of interest in learning physics lead to a poor atmosphere in the physics classroom,and students are not able to develop their thinking skills and scientific attitudes and responsibilities through the physics classroom.To solve the above problems,we propose to build a deep learning classroom for high school physics under the STSE concept.The present study can be divided into the following sections:1.I sort out the emergence and development of STSE education as well as deep learning,clarify the basic characteristics of deep learning,and define the concepts of both.On this basis,the relationship between deep learning and high school physics,deep learning and STSE education is explained,and the feasibility and necessity of building a deep learning curriculum using the STSE concept is proposed.On the basis of reviewing the deep learning questionnaire and combining the characteristics of deep learning,we compiled the Questionnaire on the Current Situation of Deep Learning in High School Physics,and divided the questionnaire into 3dimensions,each of which has different secondary dimensions,involving a total of 23single-choice questions.And a questionnaire survey was conducted on three classes of sophomore students in a high school,and the questionnaire was analyzed by EXCEL and SPSS.It was found that students were not clear about the connection between various parts of knowledge,which caused the fragmentation between knowledge and did not form a systematic knowledge,and they could not make good use of knowledge to solve problems.In addition students lack a certain level of communication skills a sense of active reflection and inner motivation to learn.On the whole: the present level of deep learning of high school students is not high.2.To learn more about the current state of deep learning,we interviewed teachers from the high school physics group.Through the interviews,it was found that: teachers’ understanding of deep learning is incomplete,and students’ classroom participation is low,the atmosphere of learning inquiry is not strong,and the initiative is low.However,STSE education can provide an abundance of necessary perceptual materials for deep learning,thus increasing students’ initiative and motivation.In order to better build deep learning based on STSE education,and interview survey on the status of STSE education was conducted with teachers.Through the survey,it was found that most teachers believe that STSE education is beneficial to students’ better understanding of physics concepts and mastering physics laws,but in practice,due to exam pressure and class time tension,they ignore the STSE education materials in textbooks and often pass over them or let students read them by themselves,resulting in STSE education not being ideal in practice.3.In order to enable teachers to better use STSE materials for teaching,this thesis firstly divided STSE education into four categories: Physics and Science,Physics and Technology,Physics and Society,Physics and Environment,and defined each aspect.Secondly,the STSE education contents in textbooks are counted and classified,taking the Compulsory 3 Humanities Edition as well as the Luke Edition as examples.Finally,in order to better grasp the dynamics of the college entrance examination,statistics as well as analysis of the STSE questions in the last three years were conducted.Through the statistics,it was found that there are more and more STSE questions,which combine theory and practice,guide students how to apply their learning and develop their application and analysis skills.Therefore,it is necessary to build a deep learning classroom under the STSE concept.4.Through the understanding of deep learning and the connotation of STSE education,the deep learning classroom construction was divided into teaching preparation stage,teaching implementation stage,and reflection stage.In the teaching preparation phase,teacher should understand students’ learning levels and identify STSE educational resources about the lesson,find a good entry point based on the content,and set deep learning teaching objectives.In the teaching implementation stage,STSE education is permeated to promote deep learning: in the introduction stage,meaningful real-life situations are created to mobilize students’ positive emotions;in the main stage,task-driven learning is used to improve classroom participation;analogies and mind maps are used to construct the knowledge system;cooperative learning is encouraged to promote individualized development;connections to life are made to promote knowledge transfer.Finally,in the reflection stage,we pay attention to students’ performance-based assessments,make timely and effective feedback to students,identify learning problems in a timely manner,and take appropriate measures to improve them.Students are also encouraged to engage in self-reflection to better understand themselves,stimulate their intrinsic motivation,and form good behavioral habits so as to effectively engage in deep learning.Finally,the constructed deep learning process was applied to the teaching,and the effect was analyzed by taking Compulsory 3 electromagnetic induction phenomenon and its application as an example.The post-test scores and classroom performance of the experimental class and the control class were analyzed,and it was found that there were significant differences between the control class and the experimental class in terms of performance,classroom participation,and initiative.This means that the implementation of a deep learning classroom based on the STSE concept facilitates students’ understanding of knowledge,promotes the use of knowledge to solve problems in order to form a connected body of knowledge within the mind,and to a certain extent promotes higher order thinking,making it feasible to build a deep learning classroom based on the STSE concept.