Research On High School Physics Inquiry Teaching Based On Core Literacy

The so-called inquiry teaching refers to the teaching method of learning subject knowledge,skills,mastering scientific methods and experiencing scientific ideas in a way similar to scientific research through the guidance and help of teachers.In recent years,inquiry teaching,which is one of the most important teaching methods in physics teaching,faces formal and superficial problems,which need to be improved.Today's education development is guided by the core literacy concept,and inquiry teaching can take advantage of this opportunity to strive for innovation.In this study,through the combing of important literatures on the exploration of Chinese and foreign sciences and inquiry teaching,it is concluded that the previous research on inquiry teaching has exposed the drawback of“linearization”,that is,the given inquiry teaching modes are mostly “linear”.The evolution mechanism,which is inconsistent with the "non-linear" characteristics of students' cognitive development,thus causing the inquiry teaching in the classroom to be basically in the form of form and ambiguous,and the task of cultivating students' core literacy is naturally impossible to achieve.In view of the analysis of the current research situation,the problem that needs to be solved is: How to construct a physical inquiry teaching model based on core literacy? This new model should be more in line with the cognitive development of students and more conducive to the cultivation of physical core literacy.To this end,this paper first conducted a theoretical analysis.First,it summarizes the important and representative teaching modes in the past,and draws on its advantages,especially the "non-linear" feature mode of reverse teaching.Secondly,it discusses the change of physics teaching concept under the background of core literacy,that is,at the core.The relationship between teaching and learning,learning objectives,learning evaluation,learning methods,learning content,and learning environment in the context of literacy;thirdly,based on the theoretical research of the above two aspects,the physics inquiry teaching based on core literacy is constructed.Mode(hereinafter referred to as "new mode").In order to test the effectiveness of the "new model",it is necessary to conduct a practical study of the "new model." Practical research is divided into two aspects: one is the teachingresearch in the classroom context(ie,the practical study of one lesson);the other is the phased teaching research(ie,a semester practical research).Practice has proved that the classroom teaching effect of the "new mode" of the experimental class exceeds the expectation.The average score of most of the experimental class is significantly better than the control class.After the one-semester phase study,the average score of the experimental class in the final exam is significantly better.In the control class,it shows that the "new model" plays an important role in improving students' physics ability and improving students' physical core literacy.In this study,the literature research method and the experimental method(pre-and non-randomized control group)were used to study the "new model" in both theory and practice.For the first time,we tried to solve the problems related to the physical inquiry teaching reform under the background of core literacy.The original teaching mode provides a reference model for conducting inquiry teaching.The "new model" has a good reference for the front-line teachers to carry out physical inquiry teaching under the background of core literacy and to carry out physics teacher training in middle schools.