Design Of High School Physics Large Unit Teaching Based On Brain Science

Education in the information age is facing severe challenges caused by artificial intelligence,and the progress of science and technology has greatly changed the demand for talents in society.The cultivation goal of improving students’ core literacy in physics is precisely to adapt to this change.The new cultivation goal requires teachers to abandon the teaching of fragmented knowledge and develop a structured curriculum guided by core concepts.Under this background,large unit teaching came into being.Large unit teaching emphasizes the integration within and between disciplines,establishes the connection between knowledge,and expects to cultivate students’ ability to deal with real problem situations through systematic teaching,and builds a bridge between school education and the real world.The ultimate goal of large-unit teaching is to help students achieve the best learning results.Research on brain structure and function in brain science helps front-line teachers to understand the rules of cognition and learning.The application of brain science in largeunit teaching design can make the teaching process more in line with the rules of students’ brain development and cognition,and improve students’ learning experience.This paper focuses on the method of applying brain science to high school physics teaching design,and introduces the effect after practice.This paper defines the core concepts of large unit teaching design and brain science,and introduces the principles of large unit physics teaching design based on brain science,including: cognitive meaning,semantic contextualization,knowledge visualization,thinking diagram;Positive emotion strategy,goal oriented strategy,fine processing strategy,repetitive learning strategy and so on.From the specific elements of teaching design,the application methods of the theories of emotion and environment,learning and memory in brain science are expounded,and the framework of large unit teaching design based on brain science is constructed.This paper shows the effective implementation path of using brain science in physics teaching design through three large unit teaching design cases.The cases are all from the high school Physics Compulsory One,which covers three topics: "Mechanical motion and physical model","Interaction" and "Newton’s Laws of motion".Finally,according to the "General high School Physics Curriculum Standards"(2017 edition,2020 revision)on improving the core literacy of physics and the requirements for students’ academic level,statistics and analysis of students’ test scores in aspects of thinking construction ability,ability to complete real tasks,ability to solve problems,etc.It is found that the thinking logic,transfer and application ability and academic performance of the experimental class are significantly better than those of the control class.The above conclusions indicate that the large-unit teaching optimized according to brain science can improve students’ learning and overall cognitive ability and improve teaching efficiency,which is precisely the significance and value of brain science for large-unit teaching design.