Research On The Teaching Design Strategy Of Electromagnetic Learning Questions In High School Physics Under The Background Of "double Reduction

In 2021,the General Office of the CPC Central Committee and the General Office of the State Council officially issued the Opinions on Further Reducing the Burden of Homework and Off-Campus Training on Students in Compulsory Education,which promoted the return of the essence of school education oriented to "building moral character" and further consolidated the main position of school education at all levels in China’s basic education.The "Reducing the Burden of Training" reflected in the Opinions has further strengthened the position of school education at all levels as the mainstay of basic education.The educational philosophy of "reducing the burden and increasing the effectiveness" reflected in this study has,to a certain extent,put forward new requirements for teaching high school exercises to "adjust teaching to the law of students’ development".This study firstly discusses the guiding significance of the "double reduction" policy to the teaching activities of physics exercises in general high schools from four aspects: the consistency of students’ physical and mental development,the main position of school education in basic education,the change of the education model in the Chinese basic education stage,and the status and role of physics exercises in high school physics teaching;then discusses the significance of the "double reduction" policy to the teaching activities of physics exercises in general high schools from the perspective of The theoretical basis of the study is based on the basic theory of physics problem solving,the educational psychology theory of "physics problem solving",and the theory of learning transfer.This study is divided into three parts: the first part of the study is based on a survey of current front-line physics teachers to identify the difficulties of teaching electromagnetism in high school physics,and is supplemented by literature research to summarize the strategies that are commonly used by front-line teachers across the country to make the strategy research more targeted and practical.The second part of the study is led by basic theory and based on existing teaching strategies,it analyzes the teaching difficulties,investigates the loopholes in students’ thinking and knowledge behind the difficulties,and gives teaching design strategies and complete teaching designs for exercises based on the researcher’s own teaching experience.The third part of the study is a practical study of the instructional design strategy,in which the instructional design based on the strategy is put into practice and the quality of teaching is analyzed,measured and evaluated from the subjective level of students’ perceptions and the objective level of quantifiable teaching effects through the development of questionnaires and post-tests,and the instructional design strategy is adjusted based on the results of the study.