Research On The Instructional Design Of High School Physics Units Based On Deep Learning

Comprehensively deepen the curriculum reform,and take the cultivation of students’ core literacy as the new goal of the basic education curriculum reform.As an important way to cultivate core literacy,"deep learning" is a hot topic for scholars and experts in recent years,but there is very little research around the teaching of physics.How can teachers develop new models of instructional design? How to make teachers pay attention to the development of students’ higher-order thinking in the teaching process?How to promote deep learning for students in classroom practice? The solution of these problems is of great significance for cultivating students’ core literacy.In this regard,this study uses the literature research method and the investigation research method,from the perspective of classroom teaching design,and first takes the deep learning theory as the guide,and briefly expounds the research background and related concepts of deep learning in high school physics teaching.Interviews were then conducted with a number of high school physics teachers on the topics of deep learning and unit learning.In view of the existing problems,from the perspective of reverse thinking,the unit knowledge is sorted out first,and then the deep learning teaching strategy,system theory,and Ub D theory are integrated to carry out the overall design.This paper proposes a teaching design framework for high school physics reverse unit based on deep learning,starting from the three processes of determining the desired learning results,determining acceptable evaluation evidence,designing unit learning experience and teaching activities Take the "magnetic field" topic as an example to design classroom teaching.After the teaching practice,this instructional design scheme is tested against the data and processed using spss26 software.We found:(1)Significant results were achieved by teaching design practices in reverse units.The average grade of the experimental class was significantly higher than that of the control class.(2)Deep learning is conducive to the development of students’ high-order thinking and the cultivation of deep learning ability.(3)Reverse unit teaching design has positive significance for students to master the complete unit knowledge system.