Research On Teaching Strategies Of Contextualized Problems In High School Physics Based On Core Literac

With the deepening of China’s new curriculum reform and the formulation of the new version of the physics curriculum standards for ordinary high schools,the concept of physics"core literacy" has been gradually applied to physics teaching,highlighting the educational function of physics courses.Situational problem teaching is an important teaching form of high school physics teaching,and it is also a teaching method in line with the new curriculum reform and the new college entrance examination system.However,at this stage,there are many problems in the situational problem teaching in schools:the traditional teaching form is prevalent,the situational teaching model is single,the classroom is boring,and teachers and students do not have a thorough understanding of the concept of situationalization.In order to solve the situational teaching problems at this stage and better cultivate students’ ability in"physical concepts,scientific thinking,scientific exploration,scientific attitudes and responsibilities",the author will explore the application of situational teaching to physics teaching with a view to finding systematic and effective teaching strategies to help students build core qualities in physics.Based on his own teaching experience and a large amount of materials consulted,the author systematically introduces the research background of situational teaching,the current situation at home and abroad,and then explains the research purpose,significance,content and methods of contextual teaching.The concepts of core literacy,physical core literacy,situational problem teaching and other keywords are defined,and the education and teaching theories related to this article are briefly introduced.Survey the students and teachers of the first,second and third grades of Xinyi No.1 Middle School to understand the current situation of high school physics teaching in the school at this stage.On the basis of the questionnaire and interview results,we mainly take the students of the class led by the author and the teachers of our school as the research object,implement corresponding physics teaching in this class,find out the shortcomings of situational problem teaching,and on this basis,explore situational teaching strategies to better guide the school’s physics teaching.Situational problem teaching is an important way to cultivate students’ core literacy and an important means to promote the achievement of students’ core literacy.At this stage,the implementation of situational teaching by teachers in our school is not mature enough to meet the requirements of cultivating students’ core literacy at all,and the requirements for the new college entrance examination are not fully grasped.According to the results of the questionnaire survey of students in school,the author will study the situational teaching strategy from the following aspects and implement it in the class.First,according to students’rich life experience,create a life-oriented problem situation and cultivate students’ scientific thinking ability:by creating a situation,let students perceive experience and have a preliminary understanding of the problem situation;design problems,experience the thinking methods of modeling,and guide students to build physical models;summarize and explore physical laws;innovate situations,cultivate students’ ability to analyze and synthesis,infer theoretical evidence,question innovation and other capabilities,and comprehensively improve students’ scientific thinking ability.Second,in terms of being familiar with the existing development level of students in the class,use the existing experience to create a knowledgebased situation and promote the formation of physical concepts:understand the existing development areas of students and accurately grasp the actual development level of students;build a "scrater" to create a knowledge-based situation.Under the guidance of recent development areas and other theories,students assimilate new physical concepts or laws;the formation of physical concepts requires students to sublimate and understand physical activities or situations,and teachers should create new development zones and promote the formation of physical concepts.Third,because high school students have a certain cultural knowledge base,they create situations based on historical and cultural backgrounds,cultivate scientific inquiry ability and scientific attitudes:summarize the types of historical and cultural situations;carry out effective situational exercises teaching of different types,improve students’ scientific inquiry ability,and stimulate students’ enthusiasm for exploring scientific mysteries;create historical and cultural situations,and summarize teaching strategies to summarize and cultivate students’ inquiry ability.Fourth,use students’ extensive knowledge to create an interdisciplinary situation,and comprehensively improve students’ core physics literacy:integrate physics with other disciplines,and use interdisciplinary knowledge to create an introduction situation;use interdisciplinary knowledge to build a situation to promote knowledge understanding;use interdisciplinary knowledge to design a situation to develop students’ comprehensive quality and enhance practical awareness by analyzing and solving various practical comprehensive problems in real life,so as to promote the formation of core physics literacy.Finally,take the speed and curve motion teaching implemented during my work teaching as a case.In the teaching case of speed,students’ existing experience is used to create situations to promote students’ understanding of the concept of object motion-speed.In the case of curve motion,common motion phenomena and experimental scenarios in life are used to help students master the characteristics and laws of curve motion.