The Research On The Teaching Design Of The Senior High School Electromagnetic Law Course From The Perspective Of Core Literacy

A perfect beginning often determines the tone of a class,an organized process often determines the success or failure of a class,a reasonable experimental design is often the key to the student's participation in the law,therefore,the importance of instructional design before classroom teaching is self-evident.With the development of society,education and teaching have become increasingly demanding for teachers and students.Teaching designs that do not meet the development of the society and the times are doomed to be unacceptable and hopeless.Through the analysis of the contents of high school physics textbooks and the investigation of high school physics teachers,it is found that the electromagnetic law course has certain difficulties in teaching and learning.At the same time,the author uses the literature research method,the text research method,the interview survey method,the experience summary method and the case method to study the teaching design of high school electromagnetic courses under core literacy,and proposed new model and new method.The study of the topic is divided into the following five parts:The first part is the introduction.Introduce the background of the topic research,explain the purpose and significance of the research,and point out the research methods used in this paper.The second part is the theoretical review of the subject research.Firstly,it introduces the theoretical foundations of constructivism teaching theory,input learning theory and information processing theory.Second,it defines the related concepts of core literacy,physical laws and teaching design.The third part is about the investigation of the high school physics electromagnetic law course.First of all,according to the 2017 revision of the general high school physics curriculum standards,the teaching materials and teaching requirements were analyzed.It was found that the contents of the electromagnetic part mainly focused on the compulsory 3 and optional compulsory 2,accounting for one third of the passing exams,exhibiting a wide range of Content.The curriculum standards require teachers to carry out inquiry teaching,cultivate students' core literacy of physics subjects,and require students to master the essence of the laws through autonomous learning and apply the learned physical laws to solve practical problems.On the other hand,we interviewed the first-tier physics teachers in high schools to understand the current status of electromagnetic methods in actual teaching and analyzed the survey results.It was found that some teachers did not fully understand the law class in practical teaching,also,and did not attach importance to the process of law discovery in instructional design.The fourth part is the author's analysis and survey results based on the above three chapters.It first elaborates the general teaching measures and teaching process.Then it discusses the teaching measures and teaching flow under the vision of core quality education.Finally,in the perspective of the core quality education,the teaching design of the physical electromagnetic law course in high school has been studied in detail and the teaching design case of the optimized electromagnetic law course has been given.The fifth part is the conclusion part of this topic,including the research conclusion,the harvest situation,the existing problems and the reflection on these three aspects.It summarizes several characteristics of the legal curriculum designed in the view of core quality,and elaborates the inspiration of the author after the study from the perspective of teacher teaching and student learning.Finally,rethinks the inadequacies of the research.Through the research of the above content,the teaching of electromagnetic law under the vision of core literacy should pay more attention to several aspects:(1)Pay attention to the content of teaching.(2)Pay attention to the formation of students' material ideas.(3)Emphasizing the development of student scientific thinking.(4)Pay attention to student scientific inquiry.(5)Pay attention to student participation.(6)Pay attention to cultivating students' scientific attitudes and responsibilities.