An Investigation Of Middle School Physics Teachers' Perceptions Of The Connotation Of Core Literacy And Its Teaching

With the adoption of the 2017 edition of the General High School Physics Currency Standards,cultivating students' core literacy in physics has become a hot topic of research and practice in physics education.The 2017 edition of the general high school physics currency standards makes pertinent teaching implementation suggestions based on physics' core literacy.Immediately following the adoption of the General High School Physics Currency Standards(2017 edition,to be revised in 2020),the educational value of physics was reaffirmed.The development of students' core literacy is inextricably linked to the teachers' understanding of core literacy and their level of instruction.As a result,research on physics core literacy should also focus on this group of teachers and determine whether they possess the teaching ability necessary to improve students' core literacy.The research object in this study is high school physics teachers,and questionnaires and classroom observation scales are compiled based on the Ministry of Education's General High School Physics Curricula Standards(2017 edition,to be revised in 2020),to investigate and analyze the current state of teachers' core literacy teaching.By analyzing the difficulties encountered in teaching physics' core literacy,I hope to provide guidance for teachers' instructional implementation.This paper is divided into the following sections according to the purpose of this investigation:To begin,consult pertinent literature,decipher the development process of core literacy,summarize the current state of research,and analyze the connotation of physics core literacy.Second,using existing literature,interpret the core literacy of physics,develop the questionnaire "Understanding of Core Literacy Connotation and Teaching of Middle School Physics Teachers," ascertain current teachers' overall value understanding and preliminary teaching understanding of core literacy of physics,combine existing classroom observation scales,and develop the core literacy of high school physics classroom observation scale.Finally,it analyzes the current teaching situation of physics teachers in terms of implementing core literacy in the classroom,using the survey results as a guide.From the perspective of physical core literacy,this paper analyzes the issues that exist in current physics core literacy instruction in China and provides resources for teachers' classroom implementation.The survey discovered that while the majority of teachers surveyed understood the meaning of the physics core literacy,some did not understand the core literacy's components thoroughly enough or did not make the distinction between the physics core literacy and the original three-dimensional goal.Certain teachers are unaware of the educational value of scientific inquiry and therefore use a fixed mode of instruction when conducting scientific inquiry in the classroom.Classroom observation reveals that teachers' fundamental literacy teaching behaviors vary across classes.The observed teachers demonstrate an ability to connect with real life and transition students from real life to physics in their instruction.However,some teachers lack the ability to cultivate innovative thinking,such as inspiring students to ask endless questions,and rarely incorporate scientific attitudes and responsibilities,indicating that we should focus on cultivating students' higher-order thinking and scientific attitudes and responsibilities in subsequent teaching.