Research On Teaching Design Of Senior High School Physics Law Course Based On Core Accomplishment

Based on the concept of "All for the development of students",the Ministry of Education of China,guided by Deng Xiaoping Theory and the important thinking of the three representatives,launched the eighth new curriculum reform,and in July 2001,it issued the "Outline for Basic Education Curriculum Reform(Trial)".In March 2003,the General High School Curriculum Program(Experiment)was issued to various education departments or political commissars throughout the country.[1] In accordance with this overall arrangement,combined with the actual situation in Sichuan Province,the Sichuan Provincial Department of Education issued the Sichuan Province Ordinary High School Curriculum Reform Implementation Scheme(Trial)in September 2009,marking the high level of 2010 in Sichuan Province and Afterwards,all Pu Gao schools will carry out a new round of curriculum reform.[2] In order to complete the basic tasks of the “strengthen moral education and cultivate people” advocated by the Party's 18 th National Congress of the Communist Party of China on time,the Chinese Ministry of Education first started the revision of the curriculum standard after the eighth curriculum reform in December 2014;In September 2016,the "China's Students Development Core Literacy" was promulgated;finally,in January 2018,the "General High School Physics Curriculum Standard(2017 Edition)" was issued.[3] indicates that the new round of curriculum reform in high school physics in China is about to focus on the core literacy.Scholars from all provinces,cities,and regions have invested in it,and have compared core literacy with three-dimensional goals.Comparative research on core literacy at home and abroad;study of specific curriculum implementation plans for core literacy;specific instructional design for studying the contents of a section under core literacy,etc.This article combines domestic and international research achievements on core literacy,outlines the relevant research theories and concepts,and designs the instructional design of the core literacy law curriculum,and applies it to specific chapters through constant revision after the teaching practice.This paper mainly includes the following four parts:The first chapter is introduction.Explain the research background of this article,understand the progress and achievements of core literacy research at home and abroad through the literature review method,and explain the significance,content and method of this study.The second chapter is the outline and definition of the theory.First of all,combining senior high school physics teaching reality,we sum up three research theories of Ausubel's meaningful learning,Piaget's constructivism,and Bruner's discovery learning;secondly,it begins with the study of core qualities and the connotation of core qualities.Combined with “Ordinary High School Physics Curriculum Standards(2017 Edition)”,the specific contents of core literacy of physics subjects are explained;then,the concept of physical laws is defined in combination with the contents of high school physics teaching;and finally,the key points of high school physics experiments are summarized.Its classification.The third chapter is the study of the teaching design of the law curriculum under the core literacy.Combining the principles,contents,programming,and characteristics of instructional design in teaching design,the teaching design of regular courses under core literacy is studied,and the core literacy level in teaching design is specifically divided.The fourth chapter is about the case of the improved law pedagogical law curriculum design case.According to the research and teaching practice,the teaching design of the three laws of Newton's Third Law,the application of the electrostatic phenomenon,and the condition of the induced currents are continuously revised,and experiments are conducted through experiments,experiments,and experiments.In physics classroom teaching,students are encouraged to form physical concepts,stimulate students' scientific thinking,guide students in scientific inquiry,and cultivate students' scientific attitudes and responsibilities.