Learning Progression Base On The Concept Of Movement And Interaction In High School Physics

Based on improving the quality of personnel training and meeting the requirements of quality education of "Lide and cultivate people",the "Physics Curriculum Standards for Ordinary Senior High Schools(2017 edition,revised in 2020)" proposes the core quality of physics including the concept of physics.Among them,the "The Concept of Movement and Interaction" is an important branch of the concept of physics.Students should not only master professional knowledge such as force,motion,motion and force relationship,but also form correct values in the process of acquiring knowledge,have the ability to guide production practice with physical knowledge,and transfer scientific thinking and methods to all aspects.At present,there are few teaching practice articles on "The Concept of Movement and Interaction" that can be referred to.Most front-line teachers think that constructing concepts in the classroom lacks operability,and it is difficult to grasp the teaching effect,so they do not carry out concept teaching,resulting in many students are unable to connect fragmented knowledge and build models to solve complex practical problems.In view of the lack of feasible suggestions for conceptual teaching and the inability of students to construct knowledge systems,this study uses questionnaire surveys,interviews and experimental research methods to analyze the teaching status of "The Concept of Movement and Interaction",the process of progression unit teaching design and teaching experimental results on the basis of a large number of literature studies,and the specific ideas are as follows.Questionnaire surveys and interviews were used to explore the current situation of the teaching of the concept of movement and interaction.On the one hand,questionnaires are compiled from three dimensions: students’ understanding of conceptual connotation and extension,students’ learning methods,and teachers’ teaching strategies to understand the current situation.On the other hand,10 students were interviewed to explore in depth the reasons why the students did not grasp the nature of knowledge,which provided support for the choice of teaching methods.The results show that teachers pay attention to the arrangement of teaching content,but the teaching method is limited to questions and answers,resulting in a dull and ineffective questioning situation in the classroom;students do not attach importance to physical concepts and lack methods to assist in knowledge construction.Under the guidance of unit teaching method,experimental research method and constructivism,the learning progression framework of "The Concept of Movement and Interaction" is proposed,and the progression unit teaching design and teaching experiment are completed.Firstly,according to the "Compulsory Education Physics Curriculum Standards" and academic quality level 5,the general framework of "The Concept of Movement and Interaction" learning is proposed,and the "Newtonian law of motion" learning progression framework is established that meets the actual situation of the experimental class and the academic quality level 4.Secondly,with the "Newtonian Laws of Motion" learning progression framework as the criterion and the "trolley model" as the main line,use methods such as classroom experiments to complete the teaching design.Finally,combined with the FCI and the college entrance examination questions in recent years,a questionnaire on the teaching effect of concepts was compiled and a post-test was conducted.At the end of the survey,the independent sample t-test function of SPSS26.0 software was used to analyze the difference in the aftertest results,and the experimental class results were obviously ahead of the control class,indicating that the progression unit teaching design of "Newton’s Law of Motion" had a positive impact on physics teaching.In the framework of learning progression,this research carefully designs the "trolley model" throughout the unit teaching,which makes the physics classroom lively,at the same time implements the teaching concept of core literacy,so as to provide a stable guarantee for universities to transport talents and the sustainable development of social.In addition,the practice cases of "The Concept of Movement and Interaction" teaching are enriched,which relieves the anxiety of current teachers who do not know how to teach concepts to a certain extent,and can be used for reference by normal students and teachers.