Instructional Research On The High School Physics Core Knowledge

To improve students’ scientific literacy is the core problem of contemporary science education. Strengthen the teaching of core knowledge is the only way to promote scientific literacy in the physical education. Since the new curriculum reform in our country, high school physics teaching is becoming more and more diversified under the guidance of new curriculum concept. Pay attention to the students’ dominant position, stimulate their learning enthusiasm, and cultivate their innovation spirit and practice ability. We have to face the difficulties brought by the new curriculum reform when we are fully affirmed the achievement. Too much attention to the formal in teaching eventually lead to serious consequences of physical classroom inefficient. The contradiction between knowledge skills and scientific literacy has become an important factors hindering the development of the physical education. In order to optimize the structure of the classroom, improve the efficiency of teaching, help students build structural of physical knowledge, and grasp the essence of physics and the ways of thinking. We must pay attention to the teaching of core knowledge.Based on the above understanding, this paper is about instructional research on the high school physics core knowledge. I read a lot of literature about the core knowledge teaching and write a literature review. Generalizes the core knowledge of high school physics mechanics. Investigating the status quo of core knowledge teaching. To put forward a basic program of the core knowledge teaching. And with the Newton’s first law as an example, through the comparison and analysis of two teaching cases, core knowledge of high school physics teaching practice to carry on the exploration. Finally put forward some Suggestions about core knowledge teaching. I hope that the content of this study will be useful for high school physics core knowledge teaching.