The Application Of "Learning Progression" Theory In Physics Classroom Teaching Under The Background Of New Curriculum

As an important subject of cultivating students’ scientific thinking,the physics subject has a strict logic.Students cannot learn physical knowledge at one stroke.They should take the middle level of different levels as jumping points and gradually transfer to the target level of teaching.This study mainly discussed the application of “learning progression” theory in physics classroom teaching from the following sections.The first part is based on the latest physics curriculum standards,explained the research background and significance of the topic.Through the analysis of a large number of literature reviews,the current research status at home and abroad is summarized.The development mode and development trend of "learning progression" theory are discussed.The basic paradigms and typical application cases are enumerated,indicating their broad prospects for development.The second part,as the basis of the study,not only gave an overview of learning progression,but also summarized the definition of learning progression and the relationship between learning progression and classroom teaching.And through the questionnaire investigation,analyzed the current situation and influence factors of “learning progression” theory in the current application of physics classroom teaching.The third part mainly focused on the principles and strategies of applying the “learning progression” theory in physics classroom teaching under the background of the new curriculum.With the change of the times,the theory must keep pace with the times,constantly improve the two-way dimension of theory and teaching,and put the “learning progression” theory into practice.In the fourth part,using the chapter of Newton’s law of motion as a teaching case,the experimental group was divided into different achievement levels,teaching was designed according to the level of achievement,and practical teaching was conducted in the classroom.The final experimental group and the control group respectively participated in the same end-of-chapter testing and compared the test results and drew the conclusion of the study.For physics classroom teaching,"learning progression" theory is the guiding theoretical basis.Judging from the research status at home and abroad,the “learning progression” theory is truly microscopic,and applies it to specific physics classes,which has potential research value.This study focused on the core literacy of physics subjects in the context of the new curriculum and combined the “learning progression” theory with physics classroom teaching to test the application effect of the “learning progression” theory.It has high study value and necessity.