Research On High School Physics Guidance Case Based On Learning Progressions Design

The new curriculum reform requires that the teaching should be student-oriented,and that the student-centered teaching is mechanical,and that physics teaching should be student-oriented and teacher-assisted in physics.In order to meet the requirements of the new curriculum reform,many schools began to use the guidance case,which is to guide the students to learn independently and take the students as the main part.curriculum standards.The teaching of guidance case can not only meet the requirements of physics curriculum standards,but also stimulate students' initiative in learning and improve the teaching effect.The preparation of the guidance case involves many aspects.Teachers should not only understand the framework of subject knowledge,but also understand the learning situation.Learning progressions describes the thinking path of students learning a certain core concept in a period of time.It includes five elements: the starting point,the end point,the advanced dimension,the advanced level,and the measuring tool.Better help teachers to understand the knowledge of students,the structure of the subject knowledge,and write a quality guidance case.Through the above analysis,this paper studies the relevant theories of learning progressions and guidance case,the method of learning advanced construction and its significance to physics teaching.Taking the law of conservation of mechanical energy as an example,this paper constructs the advanced learning and designs the guidance case.This paper mainly includes three parts:Part one: study the preconception of "law of conservation of mechanical energy" and determine the starting point of learning.Part two: the learning progressions framework of the "law of conservation of mechanical energy".(1)from the perspective of "work is a measure of energy transformation",based on the first part of the study,the structural center design methodis used to construct the advanced learning level of the law of conservation of mechanical energy.This paper mainly constructs the thinking path of students' learning "conservation law of mechanical energy" from only being subjected to gravity and elasticity in the system,besides being subjected to other forces in the system,other forces do not do work or other forces do work but the sum of work is zero.(2)to test students' mastery of "law of conservation of mechanical energy",and to verify whether students' learning of "law of conservation of mechanical energy" is consistent with the description of learning progressions,and on this basis to perfect the advanced learning.Part three: according to the content of the "law of conservation of mechanical energy",which is constructed in the second part,to help teachers understand the thinking process of students' learning this concept,and to better design the guidance case with appropriate teaching methods.Help students to overcome the important difficulties and achieve the learning goals required by the curriculum.Based on the Study of Guidance Case Based on Learning Progressions Design,the author believes that a core concept of learning advanced can not only help teachers to understand the knowledge framework,learning situation,but also help teachers to write a high-quality guidance case suitable for our students and inspire students to learn.Many scholars have made separate studies on the guidance case and learning progressions,but there is basically no connection between the guidance case and the learning progressions.The main purpose of this study is to help teachers find a way to write high quality guidance case and improve the teaching effect.