| Since the 21 st century,the rapid development of information and globalization has brought about the information age.In contrast to the industrial era of the 20 th century,the innovation and uncertainty of the career of the information age have led the society to examine talents from the “assessment of knowledge” to the “assessment of accomplishments”.The tremendous changes in social patterns have brought unimaginable impact on human education.Future education must promote the all-round development of educated people,lay a solid foundation for mankind to adapt to the survival of the information age,and better prepare for the impending unknown career in the era of information age.Therefore,the highly mobilized and extensive "core quality" will surely become the most important goal of education.How education can cultivate students' core qualities has become the primary issue for countries in the process of constant deepening of basic education reform.Physics concept teaching has great significance for the entire physics teaching.From this,it can be seen that the study of high school physics concept teaching plays a decisive role in the vision of “core quality”.This article is guided by related pedagogics and physics basic theories,combines domestic and foreign research results,and focuses on the two core issues of “core quality” and “high school physical kinematics concept teaching”,and carries out the concept teaching of high school physics under the vision of core literacy.The specific content is as follows:The first part is introduction.It mainly expounds the origin of this topic and clarifies the research purpose and significance of this paper.The second part is the research summary.A detailed review of research on core literacy,physics core literacy,and high school physics concepts was conducted.The third part is the theoretical basis and concept definition.This part expounds the theory of lifelong learning and constructivism,and defines the core qualities and core literacy of physics subjects.The fourth part is about the status quo investigation of high school physics teaching and its reasons.From the perspective of core quality,the relevant domestic and foreign questionnaires were sorted out,and high-level classes at different levels were selected.Questionnaire surveys were carried out on the current status of physical kinematics concept teaching methods,methods,evaluations,and effects,and the investigation results were explored and analyzed.Through the analysis of the results,we find out the shortcomings in the current state of physical kinematics teaching in senior high schools,and attribute them to the four core aspects of physics.The fifth part is the teaching case and analysis of elastic force in the view of core accomplishment,This part takes the core accomplishment as the vision,forms the teaching design of elastic force section,and analyzes the teaching implementation process.The sixth part is the research on improving the core quality in the teaching of physics concept in high school.This part starts with the relevant theories of pedagogy,psychology and physics,combined with the existing problems in the current high school physics concept teaching,and proposes four-point coping strategies.The seventh part is the research summary and outlook.Summing up the transformation of the "core quality " concept to high school physics concept teaching,I hope this article can promote the transformation of high school physics concept teaching to the "core quality " concept,promote the lifelong development of students and enhance the value of knowledge.This paper based on the perspective of core literacy of high school physics concept teaching,in light of the real process of the concept of high school physics teaching research,analysis and discussion,points out the problems existing in the teaching of high school physics concept,and put forward the feasibility strategy,in order to play the play the role of the topic,get more scholars to study practice. |
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