Research And Practice Of Situational Teaching Based On The Development Of Middle School Students’ Energy Concept

Once core literacy was proposed,it attracted wide attention in the field of education,and gradually became the leading vane of middle school education research.Relevant theoretical and practical research layers were developed one after another,all aimed at promoting the effective implementation of core literacy teaching objectives.Among them,"situational teaching" was one of the research hotspots discussed,and gradually became an important means to develop students’ core literacy.Moreover,it has made a breakthrough in the development of students’ physics concept,so that the more abstract physics concept can be developed in the context of concrete images.However,how to implement the situational teaching concretely and effectively and ensure the achievement of the goal still needs further research.Based on the development of energy concept and related existing researches,this paper,on the premise of understanding the current situation of the implementation of situational teaching,divides situational complexity from the number of knowledge elements,the familiarity of the situation,the difficulty of situational activity tasks,and the depth of thinking methods contained in the situation,constructs a situational complexity model,and describes the level of situational complexity.In this way,the process of situational instructional design based on the development of energy concept is developed,and the section of "gravitational Potential Energy" is taken as an example for instructional design.Finally,the teaching practice is studied.In teaching practice,two classes with similar sample numbers and no significant difference in pre-test results are selected as the experimental class and the control class respectively.The main problems of students are found through pre-test,and the situational teaching design is optimized accordingly.Post-test was conducted on students after teaching,and SPSS26.0 was used to analyze and compare the pre-test results of experimental class and control class,so as to verify the effectiveness of situational teaching in promoting the development of energy concept.According to the above research,the following conclusions can be drawn:(1)A questionnaire survey was conducted on 31 middle school teachers and 209 students in Jingzhou City.The results showed that the current situational teaching presented problems such as unification,fragmentation and poor target-orientation,which could not meet the needs of core literacy teaching goals.The reasons mainly include the pressure of entering school and the lack of class hours,which lead to the teachers’ inability to prepare carefully,and the lack of teachers’ understanding and relative lack of knowledge about situational teaching.(2)The post-test situation of students is analyzed from five dimensions.The analysis shows that: The practical effect of situational teaching is good on the whole,among which the experimental class is better than the control class in the overall score of post-test,the score of link questions in pre-test and post-test,the development level of students’ energy concept under the same situation problem,and the Angle of problem solving.There is no obvious difference between the experimental class and the control class in the analysis dimension of students’ answers under different complexity of situation problems.