Teaching Design And Practice Of High School Physics Unit Based On Learning Progression

As western researchers of science education have made some achievements in the study of learning progression,domestic scholars have gradually realized the significance of learning progression and started to study learning progression.At present,the main understanding of learning progression in China is a kind of learning concept that learners rise from a lower level to a higher level through progressive learning of the core concepts,and finally reach the learning goal.Unit teaching design is a bridge connecting course standards and teaching hours.It can systematically organize and design fragmented and complicated knowledge by using core concepts.Therefore,the concept of learning progression can be combined with unit instructional design,and the core can be combed with the concept of learning progression,so as to construct the path of unit learning progression and apply it to practice through unit instructional design.It can not only effectively grasp the students’ learning situation,but also grasp the whole course content in the actual teaching,which is of great significance to the cultivation of students’ core quality.So how to integrate the concept of learning progression into the teaching design of high school physics unit is the main issue to be discussed in this paper.Firstly,this paper summarizes the research status of learning progression and unit instructional design in theory and practice at home and abroad,and discusses the concepts and related theoretical basis of learning progression and unit instructional design.Secondly,according to the five basic elements of learning progression,namely learning objective,progression variable,achievement level,learning performance and evaluation index,the learning progression framework of the conservation law of physical and mechanical energy unit in senior high school is constructed.The construction of learning advancement framework mainly includes three specific tasks:first,according to the new curriculum standard of high school physics,to determine the learning objectives of the unit;Secondly,according to the scientific concept hierarchy model,the advanced variables of the unit are determined.Thirdly,according to the hierarchical variable model,the unit learning achievement level is divided,and the unit learning performance and evaluation indexes are formulated.Finally,on the basis of the unit instructional design model,the concept of learning progression is integrated,and the unit instructional design model based on learning progression is constructed.According to the model,the teaching activities of conservation law of mechanical energy are designed and implemented.Through the comparison between the experimental class and the control class,it is found that the unit teaching design based on learning progression is more consistent with students’ cognition and can promote students’ learning.