Research On The Core Concept Teaching Of Mechanics In High School Physics Based On Learning Progression Theory

The core concept is in the central position in the discipline,and whether a student can truly learn a discipline thoroughly depends largely on his mastery of the core concept of the subject.However,the core concepts are highly general and abstract,and teachers can’t let students really master them only through traditional cramming teaching,and it is also easy to make the course dull.The essence of learning progression is to let students gradually understand concepts and think more complex when learning a certain topic.Therefore,in this context,the learning progression theory is introduced to depict the advanced level of students’ thinking based on the core concept,to help students better understand the discipline concept,construct the discipline framework,and cultivate discipline literacy.Based on relevant educational theories and previous research findings,the author conducted a research analysis on core concepts and learning progression.Moreover,through literature review,the connotation of learning progression,core concepts,and core concepts of mechanics was determined.At the same time,it analyzes the high frequency mechanics examination points of physics in the college entrance examination in the past three years,and determines the examination content of the college entrance examination as the core concept of the discipline,proving the practicality of the research.Before proceeding with learning progression and teaching,the author conducted an interview with front-line teachers on their learning and teaching status.On this basis,advanced teaching strategies for core concepts are designed and practical teaching is conducted.Due to the length of this article,only the advanced instructional design for learning the core concept of "friction" is shown.Analyze the current situation of senior high school students’ learning of core concepts of mechanics through pre test questions,and determine the starting point for advanced concepts at all levels and the end point for advanced teaching.Select two classes with similar levels in the first grade of senior high school as the research object,and conduct advanced teaching and traditional teaching respectively.After the teaching is completed,a post test questionnaire is conducted to test the teaching effect,trying to prove the effectiveness of integrating learning progression and core concepts into teaching.Through research,it is found that the advanced teaching mode of core concepts in high school physics has great practical significance.The main conclusions of this study are as follows:(1)The core concepts of mechanics,a compulsory course in senior high school physics,are selected as "Newton’s second law","the synthesis and decomposition of force","friction",and "constant speed linear motion","Uniform circular motion" and "centripetal force".(2)The core concept teaching based on learning progression theory can help students better master the subject knowledge,form a good physical logical thinking,build a complete physical subject knowledge system,and cultivate core physical literacy.(3)Through learning progression of core concepts,students’ learning interest has been improved to a certain extent.To sum up,it is of great significance to carry out the practice of advanced teaching mode of core concepts in high school physics.