Research On The High School Physics Scaffolding Teaching Model Based On Core Literacy

The basic concept of the "Ordinary High School Physics Curriculum Standards(2017 Edition)" is based on the overall development of students,cultivating students' active learning attitudes and independent learning abilities,and promoting the diversification of teaching methods.Therefore,finding a teaching model suitable for students' learning and development is a problem that physics teaching needs to solve.Compared with traditional teaching,scaffolding teaching pays more attention to the subjective status of students and the process of constructing knowledge actively,and it has a higher degree of fit with the students' self-learning ability in the curriculum standard.Therefore,applying the scaffolding teaching mode to high school physics teaching is in line with the basic concept of the curriculum standard.Through the measurement of the level of the recent development zone,this paper determines the type of bracket suitable for the cognitive ability level of the students,designs the teaching of the concept class(speed),and analyzes the effectiveness of the bracketed teaching mode in the high school physics teaching to cultivate the students' Core literacy of physics discipline.This paper is based on the design process of the progressive cues measurement model in the dynamic evaluation method,combined with the recent development zone theory and the Bloom education goal classification theory,according to the new high school physics curriculum standard of the 2017 edition,through the classification of the cognitive dimension and cognitive process of the core accomplishment of physics discipline,the analysis of the "speed" teaching objectives,the knowledge flow chart and the design of the dynamic evaluation test questions,and the assignment of related tips,constructed a progressive prompt scale.Through the use of this scale and dynamic assessment test questions,the level of recent development of the core literacy of the physics subject is obtained from the measurement of the level of the recent development area of the students after the class preparation.Then,according to the link of the bracket teaching mode,the status and procedure of the high school physics concept teaching,the concept class about "speed" was designed and the teaching practice was carried out.Finally,based on the case analysis framework,the teaching effect is analyzed.This paper mainly contains the following four parts.The first part: through the combing of the literature on core literacy andscaffolding teaching mode of physics,to understand the relevant research status at home and abroad,to find out the shortcomings,and to determine the research content of this thesis.Then,it briefly discusses the recent development zone theory,constructivist learning theory,dynamic assessment theory and case analysis framework theory,and provides theoretical basis for the design of the progressive prompt scale,the design of the concept lesson(speed),and the analysis of the teaching effect.The second part: according to the classification theory of Bloom's educational goals,the classification of cognitive dimensions and cognitive processes in the core literacy of physics subjects,the core literacy,cognitive dimensions and cognitive processes of physics are mapped one by one.Then,according to the 2017 edition of the new high school physics curriculum,analyze the teaching objectives of “speed”,design knowledge flow chart,dynamic evaluation test questions and progressive reminder scale,and measure the level of students' recent development area.The third part: through the use of progressive prompt scales and dynamic assessment test questions,the measurement of students' level of recent development area after the pre-class preparation,the level of recent development of the core literacy of the physics subject is obtained.Then,according to the link of the teaching mode,the status and procedures of the high school physics concept teaching,design the concept class about "speed" and carry out teaching practice.The fourth part: according to the case analysis framework theory,in accordance the four dimensions of physical core literacy,the teaching events in the“speed” teaching design are sorted out,and the teaching analysis effect is analyzed by using the case analysis framework of the core literacy of physics.Through this study,it is found that,according to bloom's educational objective classification theory,the classification of cognitive dimensions and cognitive process of core accomplishment of physics discipline can be used to assign progressive hint scale and design progressive hint scale,so as to measure the level of proximal development of students.Through the practice of the "speed" concept course designed according to the measurement results of the level of the proximal development zone,the new high school physics curriculum standard of 2017 edition and the scaffolding teaching mode,it is found that the overall teaching effect is good and can basically meet the requirements of cultivating students' core quality of physics discipline,providing some references for physics teaching.