Research On Teaching Practice Of High School Physics Unit Based On Deep Learnin

In order to fully implement the Party’s educational policy and carry out the fundamental task of cultivating virtues and cultivating people,the Ministry of Education has revised the curriculum standards of various subjects in regular high schools(2017 edition,2020 revision),pointing out that the training goal of regular high schools is to further improve the comprehensive quality of students and focus on developing core qualities.Deep learning and core literacy of physics have the same value orientation,which can help high school students to promote the development of core literacy of their subject,and can also serve as their development goals.Unit teaching method can effectively guide classroom teaching,promote deep learning,improve learning efficiency and facilitate the formation of subject core literacy.Unit teaching has been adopted by more and more primary and secondary schools.However,in the field of unit teaching based on deep learning,there are few researches on high school physics.In particular,unit teaching process model based on deep learning is less innovative than general unit teaching process model.In this study,a unit teaching process model based on deep learning was designed based on the chapter "The Relationship between Motion and Force" in the compulsory physics Course I of senior high schools.Two parallel classes were selected for teaching practice in the first grade of a key middle school in Jining City,Shandong Province,and the unit teaching effect was evaluated.This research is divided into seven chapters.The first chapter covers the research background,the purpose and significance of the topic selection,and the research progress of deep learning and unit teaching.Chapter two defines the concepts of deep learning and unit teaching,and expounds the theoretical basis and the internal relationship between the two.The third chapter investigates the current situation of high school students’ deep learning,including eight subdivided dimensions of shallow learning and deep learning.It is found that most students are in the middle state of deep learning and shallow learning,and their learning motivation is mostly shallow learning motivation.Therefore,it is very necessary for this paper to study the teaching practice of high school physics unit based on deep learning.Chapter four is the unit teaching program based on deep learning,which summarizes the principles of unit teaching and designs the process model of unit teaching based on deep learning.Chapter V and Chapter VI are the practical part of this research.The unit teaching design is carried out for the chapter "The relationship between movement and force",and the class hour teaching implementation cases and class hour teaching design cases are attached in the unit.The students are tested after the practice,and some students and teachers are interviewed.Through the analysis of test results and interviews,the usability and effectiveness of the unit teaching process model based on deep learning are confirmed.Finally,the seventh chapter draws the conclusion of this research,reflects on the shortcomings,and looks forward to the future development of the research.The conclusion of this study is that deep learning and unit teaching are closely related,and unit teaching with structured knowledge is a powerful teaching method to implement deep learning.The unit teaching design is carried out according to the unit teaching model based on deep learning in this thesis,and the practice is carried out in two classes with no significant difference in pre-test scores.After the implementation of unit teaching,there are significant differences in post-test scores between the two classes.The result indicates that unit teaching based on deep learning can promote students’ learning,and the model is exploitable and effective.In the practice of this model in our school,it has a great impact on students whose academic performance is in the middle,but has little impact on the learning effect of top students and underachiever students,which may be related to students’ learning attitude,habits and the content of test questions.In addition,the application of this model puts forward higher requirements for teachers in terms of theoretical knowledge,and can improve teachers’ theoretical knowledge literacy and educational research ability through practice.