Teaching Case Study And Practice Based On Physical Literacy

In 2014,the Ministry of Education of the Peoples' Republic of China proposed that the fundamental task of deepening curriculum reform is to build a core literacy system for students.Then "General High School Physics Curriculum Standards"(2017 edition)had been issued,which proposed a new curriculum goal-core literacy in physics.It required to give play to the educational function of the physics,and to cultivate students' necessary characters and skills to adapt to personal and social development.With continuous deepening of basic education reform,the advancement of teaching based on physical literacy is imperative.This thesis focuses on the core literacy of physics.The investigations are conducted in the practical physics classroom of several high schools.The specific contents are described briefly as follows.(1)Through literature research,the connotation of the core literacy and the related progress in China and abroad are sorted out.(2)Based on the new curriculum standards,the core literacy of physics and its constituent elements,instructional design,classroom observation are defined and theoretically discussed.(3)Through interviews with high school physics teachers,it is found that although first-line teachers are not unfamiliar with core physical literacy,there are certain problems and faults in the specific teaching practice.The main performance is limited by the class hours and experimental conditions.(4)Teachers' different levels of understanding to core physical literacy will inevitably lead to different teaching processes and effects.Combining the classroom observation points of the LICC paradigm,this thesis proposes fourteen secondary observation indicators under the four dimensions of physical core literacy(physical concepts,scientific thinking,scientific inquiry,social attitudes and responsibilities)to form an observation scale.A comparison between high-quality courses and ordinary courses is carried out via observation and analysis under the guarantee of reliability and validity,and we draw conclusions:both types of courses make good use of problem-oriented and situation-laying so as to promote formation of physics concepts;by comparing with ordinary classrooms,high-quality courses pay more attention to concept sublimation and scientific inquiry;the two types of courses do not attach importance to model construction and question innovation,and so on.(5)Through observation and thinking,this thesis summarizes the practical strategies of infiltrating the core physics of physics;combining the elements of instructional design and theoretical analysis,the teaching strategies are further optimized,such as intriguing doubts in the situation,cultivating awareness of problems and questioning,reasonable setting experiment,stirring up scientific inquiry by student exchange speech.Finally,an instructional design based on the penetration of physical core literacy is proposed under the guidance of strategy.