The High School Physics Unit Teaching Design Based On Big Ideas

With the great promotion of the importance of science and technology to the development of modern society,science education has been highly valued by all walks of life.In the process of the implementation of science education,a prominent contradiction has gradually emerged--more and more scientific knowledge,more and more students need to learn,but the learning time cannot be increased indefinitely,and the content of science education cannot be expanded indefinitely.So how to learn more valuable knowledge in a limited time? Which knowledge is more valuable? How to screen out more valuable knowledge? In order to explore this series of problems,scientific teaching with big ideas has aroused the consensus of many educators.In January 2018,the general high school curriculum plan and the curriculum standards of various disciplines were promulgated,which provided an important guarantee for the implementation of the fundamental task of strengthening moral education and cultivating talents;and guided the new round of curriculum reform practice.In order to better develop students' core literacy,many scholars have proposed that we should pay attention to the integrity and mobility of knowledge in teaching,so the unit teaching design has been widely concerned.Based on the above factors,the author chooses the "energy concept" in the "physical concept" as the research object,and tries to promote the formation of students' concept with unit teaching design,so as to provide reference for the teaching practice based on the big ideas.Specifically,first of all,the author uses the literature research method to determine the concepts and connotations of "big ideas","unit teaching design","energy concept",and summarizes and analyzes the theoretical and practical research status of big ideas in the field of education at home and abroad.Then,the energy concept system of high school physical is constructed from three levels of "energy concept ? energy big concept? energy sub-concept" and three dimensions of "energy essence and form","energy transfer and conservation","energy consciousness and practice" corresponding to each level.The construction of energy concept system includes three specific tasks: first,design the energy concept framework of high school physical based on the existing research;second,use content analysis method to analyze standards and teaching materials respectively,extractenergy concept items and curriculum energy sub-concept items;third,by consulting with the physics teachers,the concept items are modified to improve the energy concept system.At the end of this paper,a unit teaching design case of "law of conservation of mechanical energy" based on big ideas is compiled.The unit teaching design process is divided into five parts:first,select the unit contents according to the subject of the curriculum standard or the chapter of the textbook,and the concept items corresponding to the unit of law of conservation of mechanical energy are selected according to the energy concept system constructed;second,analyze the course standard and the textbook of the law of conservation of mechanical energy,and do a good job in analysis of learning situation;third,analyze the selected concept items one by one and work out the unit teaching objectives;fourth,make unit teaching plans,design activity examples,and show the leading role of concept in unit activities;fifth,through the combination of process evaluation and summary evaluation,we can find teaching problems and improve teaching.This paper presents the construction method and process of energy concept system,and provides an operational example for the construction of other physical concept systems.The process of unit teaching design based on "big idea" shows the specific methods of promoting students to form energy concept and develop core literacy of physics discipline in teaching,which provides reference for relevant researchers.