Unit Teaching Design And Practical Research Of High School Physics Teaching Oriented To Deep Learning

In the context of the new round of education reform,the reform of secondary school physics teaching pointing to key competencies has become one of the major hot spots in secondary school physics teaching research.Unit teaching design is increasingly adopted by front-line teachers because it is conducive to the overall construction of students’ knowledge and the development of key competencies.However,during the implementation of the unit,are students engaged in deep learning? Is it effective in developing their higher order thinking? These issues need to be further investigated in depth.As a hot research topic in learning science,deep learning covers three domains: cognitive,personal and interpersonal,and has something in common with the connotation of key competencies.But the previous form of lesson design fragmented the connection of knowledge,which was not conducive to students’ deep learning and key competencies development.To address the neglect of student thinking development in traditional teaching,this research combines the concept of deep learning with the form of unit teaching,complementing each other and jointly achieving the goal of improving students’ key competencies.This study focuses on how to develop a high school physics unit instructional design that points to deep learning,using questionnaires,quasi-experimental research,and classroom observation.The work can be broadly divided into three parts as follows:First,by combing the current research status of deep learning and unit instructional design in the field of education,and combining the relevant research results of brain science and education,this research explains from a brain perspective that deep learning occurs on the basis of the brain’s neural network connections,and that unit teaching is in line with the brain’s cognitive logic and contributes to the formation of neural networks.Brain-based deep learning can be divided into three stages: preparation,deep processing and evaluation,and proposes teaching strategies that can be used in each stage,illustrating that unit teaching is a reliable way to achieve deep learning.Secondly,based on the ADDIE instructional design model,the “Model of Instructional Design of High School Physics Units for Deep Learning” was constructed,detailing the four steps of implementing unit instructional design: selecting unit content and determining unit themes;analyzing instructional elements and constructing unit objectives.Thirdly,the unit “Interactions – Forces” was used as an example to carry out teaching practice in a secondary school in Jinan,and the effectiveness of the practice was analyzed comprehensively through formative and summative assessment using classroom observation forms,unit test questions and in-depth learning questionnaires based on the unit assessment system.The following conclusions were drawn from the practice of designing high school physics units that point to deep learning: First,brain science provides a solid foundation for the realization of deep learning,and the form of unit teaching conforms to the cognitive patterns of students and the knowledge structure of physics subjects,which is a reliable way to realize deep learning;Second,the pre-concept diagnosis and deep learning survey show that students have some wrong pre-concepts,isolated knowledge points,low level of deep learning and lack of certain integration ability before conducting this unit,so the teaching should focus on the reconstruction of concepts,the use of deep learning strategies and the enhancement of thinking depth;Third,the analysis of the teaching practice results concluded that the unit teaching model constructed in this study achieved more significant results in improving students’ performance in physics subjects,thinking and expression skills,and learning motivation,i.e.,the three cognitive,personal,and interpersonal domains of deep learning,which are consistent with the characteristics of deep learning.