| In the new round of curriculum reform,the curriculum standards clearly point out that emphasis is placed on the core concept of discipline and the content of the curriculum is structured.However,at present,in the actual teaching,teachers still highly rely on the "time-based" curriculum design form,there is a contradiction between a large number of lesson hours and insufficient class hours,and the physics knowledge learned by students is scattered and chaotic,so in order to solve the problems in the design and actual teaching of high school physics,it is particularly important to carry out research on large-concept education teaching.Based on the relevant theories and big concept concepts of advanced learning,the teaching of high school physics units is studied,and the purpose of designing high school physics curriculum teaching and high school physics unit teaching under the guidance of big concepts is realized.and to realize the situational,hierarchical and structural nature of "teaching" and "learning",and implement the development of core literacy in physics,in order to provide certain ideas and references for large-concept teaching and research.The main work is divided into the following three parts.In the first part,based on the high school physics course standard and the newcomer textbook,the course content in high school physics compulsory 1 to compulsory 3 is integrated and analyzed from the perspective of physical concepts,and the "energy concept" is taken as an example to construct a unit knowledge structure diagram to analyze the content related to energy concepts in the compulsory courses of high school physics,and analyze the feasibility of teaching high school physics units from the perspective of big concepts.In the second part,by integrating the big-concept pyramid model and the developmental hierarchy model of scientific concept understanding,the "high-school physics unit development hierarchy model from the perspective of big concept" with the concept of learning advancement and big concept is constructed.Explore the unit teaching strategy and unit teaching design process of high school physics from the perspective of big concept.In the third part,the unit of "Law of Conservation of Mechanical Energy" is taken as a unit teaching case,and the unit development hierarchy model,unit teaching strategy and unit teaching design process of high school physics from the perspective of large concept are integrated and applied to the unit teaching design of "Law of Conservation of Mechanical Energy".The main conclusions are as follows.First,the high school physics course is mainly a structured,logical and hierarchical knowledge system composed of large physical concepts such as material concepts,motion and mutual concepts,and energy concepts.Knowledge,class hours,units and even disciplines are all related.The process of learning knowledge by students is not achieved overnight,but gradually increases with the cognitive structure.Teachers should not only base their teaching on students’ cognition,but also take the big concepts of physics as the guide.Second,the "Hierarchical Model of High School Physics Unit Development from the Perspective of Big Concept" is constructed,which mainly includes three levels of low-level,intermediate and high-level and five levels of experience,mapping,association,integration and system,which can effectively integrate advanced learning and big concept concepts and apply them to the teaching of high school physics units.The teaching strategies of the high school physics unit explored and innovated are: i)leading by big ideas and creating practical problem situations;II)Take the big concept as the core,design the task and problem chain;III)Use big tasks as motivation and return to actual problem situations.Third,taking the "law of conservation of mechanical energy" as an example,the unit teaching course design process from the perspective of the big concept is followed: I)select the teaching theme of the big concept unit;ii)determine the teaching objectives of the big concept unit;III)Refine the corresponding unit development hierarchy model;IV)Chapters on the topic of the planning unit;V)Design the teaching process of the unit theme and other links to carry out the unit curriculum design,which provides a case reference for education researchers.Finally,based on the teaching research of high school physics unit from the perspective of big concept,this paper aims to provide reference for high school physics big concept education teaching and research,improve the quality and efficiency of high school physics teaching,promote teachers to organize structured teaching and students’ structured deep learning,and finally implement the core literacy of high school physics. |
