Learning Progressions On The Topic Of "Mechanical Vibration And Mechanical Wave" In High School Physics

In the era of rapid development of science and technology,countries all over the world pay great attention to the cultivation of talents.In order to cultivate more talents with core competitiveness,countries have never stopped the pace of educational reform.The theory of learning progressions,which was born in the course of educational reform,has become a hot topic in science education field in recent years.Learning progressions can be regarded as a preset learning trajectory,which describes the hierarchical development of the way of thinking of learners when they learn and explore knowledge of a certain subject or domain within a period of time.In recent years,learning progressions has attracted more and more attention from domestic scholars.However,the research on learning progressions in the field of physics teaching mainly focuses on force and motion,electricity and magnetism,energy and other knowledge modules,and only sporadic research on learning progressions focuses on part of the topic of "mechanical vibration and mechanical wave".With the promulgations of the Physics Curriculum Standards for Senior High Schools(2017 Edition,2020 revision),the topic of Mechanical Vibration and Mechanical Wave has become an optional compulsory content.As an important part of high school physics knowledge,this subject knowledge is not only an extension of kinematics knowledge,but also the basis of electromagnetic wave knowledge,especially in production practice,daily life,scientific research and other activities have important applications,the new college entrance examination reform also reflects its importance.In view of this,the author tries to study the learning progressions of "mechanical vibration and mechanical wave" in high school physics.The specific research methods,contents and conclusions are as follows:Firstly,the teaching status of "mechanical vibration and mechanical wave" in high school physics is understood by means of questionnaire survey and student interview.By conducting a questionnaire survey from three dimensions of "students’ learning interest","students’ learning situation" and "students’ understanding and attitude towards teachers’ classroom design",it is understood that students have strong interest in learning and agree with teachers’ teaching methods,but their learning situation is still not optimistic.In order to further understand the reasons,the method of student interview is used to understand the two aspects of "students’ learning difficulties" and "teaching methods adopted by teachers".The results show that there are problems in the teaching of this topic,such as low classroom efficiency of students,weak abstract thinking ability and single teaching methods of teachers.Secondly,a learning progressions framework of "mechanical vibration and mechanical wave" is constructed based on the hierarchy model of scientific concept understanding.On the basis of combing the subject knowledge of "mechanical vibration and mechanical wave" and combining the curriculum standards,teaching materials and the research results of other scholars,the advanced dimensions of the learning framework of "mechanical vibration and mechanical wave" are determined,namely the four dimensions of "harmonic motion and its application","vibration under the action of external forces","formation and description of mechanical wave" and "characteristics of mechanical wave".Starting from the above four dimensions,taking the level of task complexity as the progression variable,the students’ performance expectations at each level were determined according to the level model of scientific concept understanding and development,and finally the learning progressions framework of "mechanical vibration and mechanical wave" was constructed.Thirdly,combined with the teaching situation,under the guidance of cognitive development theory and the theory of proximal development,the advanced teaching cases of "simple harmonic motion and its application" unit and "Formation and description of mechanical wave" unit are designed.The teaching case is carried out in five steps,including course standard analysis,textbook analysis,learning situation analysis,unit teaching objective design and unit main teaching activities.The unit main teaching activities highlight the characteristics of problemoriented and context-oriented,and have a certain level and progression.Finally,the teaching experiment is carried out with the unit of "harmonic motion and its application" and "the formation and description of mechanical wave".The traditional teaching design and the advanced unit teaching design were adopted in the control class and the experimental class respectively.After the experiment,the post-test paper was used to detect the learning effect of the students,and the difference analysis of the post-test data was carried out to obtain the result that the experimental class was ahead of the control class.It shows that the unit teaching case based on learning progressions can bring positive influence to the teaching of part of the subject of "mechanical vibration and mechanical wave".This study has enriched the study on learning progressions of "mechanical vibration and mechanical wave" in high school physics,and to a certain extent,it can provide some references for educational researchers to apply learning progressions theory to high school physics classroom teaching.