Research On Intervention Method Of Shanghai Physics Difficulties Under The Core Literacy

With the advancement of education reform,the curriculum aims to the core literacy,in order to cultivate people's lifelong development and enhance people's ability to cope with new high-speed changes.The evaluation of the development of high school students should also be to the evaluation of individual core literacy.This study focuses on the determination of the physical learning status of high school students based on the core literacy of physics,and attempts to improve the physical core literacy level of students with learning difficulties through the intervention measures.The main work is as follows: 1.Judgment with learning difficulties based on core literacy: Based on the existing research on students with learning difficulties,from the perspective of core literacy of physics,a method based on core literacy is proposed,and it will be based on core literacy.The students with learning difficulties are classified according to the difficulty of identification.2.Research on intervention methods: formulate the intervention program after the class,study the effect of different intervention programs on the improvement of physical literacy of different types of students with learning difficulties,and find out the most effective classes for students with different types of students.The conclusions of this study are as follows: 1.The group of students with physics scores below-1 are classified as dominant students,and the rest of the students are the hidden learning group.At the same time,according to the teacher's daily evaluation,students with learning difficulties can be divided into attitude type and ability type.2.Two pre-class intervention strategies,two pre-intervention strategies,and thematic review strategies and interspersed review strategies were developed.3.In the pre-class intervention,the pre-school preparation strategy is generally better than the test guidance strategy.The test guidance strategy only focuses on the dominant physical concept of learning.In the post-class intervention strategy,the topic review strategy has advantages in terms of literacy improvement of other students with learning difficulties besides the dominant ability of learning difficulties.Interspersed review strategies have a better effect on the ability of implicit learning.