Research On Teaching Design Of High School Physics Unit From The Perspective Of Big Ideas

Scientific knowledge has exploded in recent times,and physics education,as an important branch of science education,is gradually expanding its knowledge system,which creates the problem that physics knowledge is too trivial.So how to improve students’ mastery of physics knowledge in a limited time? How to classify the important levels of knowledge? In response to these problems,researchers represented by Professor Win Harlan have proposed the principles of the grand concept of science education and the basis for its formulation,which has attracted the consensus of many scholars.In 2017,China promulgated a new version of the general high school physics curriculum standards,and based on the concept of establishing moral education,four core qualities of physics subjects were proposed.Among them,the first one is "physics concepts",which highlights the importance of students’ understanding of physics concepts.In order to better teach students physics concepts and promote students’ knowledge transfer,the teaching design from a unit perspective has received much attention from educational researchers.The author chooses a unit design based on big ideas,distinguishes the definition of concepts and ideas,improves the related conceptual hierarchy model,and takes the big ideas of "motion and interaction" as the object of study.This study will provide practical examples of unit design in the context of big ideas.Specifically,firstly,the author investigated the current research status of big ideas by using literature analysis method to determine the connotation of "big ideas" and "unit design".Secondly,I used the content analysis method to sort out the characteristics and nature of the big ideas,and used the expert consultation method and questionnaire to understand the current teaching status of the big ideas and the teaching suggestions of the curve motion unit.Based on the above literature analysis and survey results,a more appropriate hierarchy of physics big ideas is refined based on the basic system of big ideas of different disciplines constructed by previous scholars,namely "big ideas--secondary ideas--general ideas--basic ideas".Finally,based on the big ideas hierarchy model,the teaching design case of the unit "Circular Motion" is prepared,and the main process includes: first,the selection of the unit and the formulation of objectives,from the curriculum standards and textbooks,the formulation of curriculum objectives and unit objectives;second,the analysis of teaching elements,based on the big ideas hierarchy model,the knowledge points of the textbook Second,analyzing the teaching elements,classifying the entries based on the big ideas hierarchy model,and organizing the corresponding general and basic ideas;third,adopting corresponding teaching strategies and formulating teaching plans;fourth,discovering possible problems in teaching through unit evaluation and improving the unit design.This paper relies on the basic structure of scientific big ideas proposed by previous scholars to design a conceptual hierarchy model more suitable for teaching physics.With this as the main theme of unit teaching,the author conducts a practical unit teaching design,details the steps and priorities in the unit design,and shows specific practices in the teaching process to promote students’ formation of large ideas of motion and interaction and corresponding sub-ideas and general ideas in order to alleviate the problem of fragmentation of physics knowledge and provide a reference basis for related researchers.