"Situational Problem-based" Teaching In High School Physics Classrooms Practical Research

In 2014,the Ministry of Education issued the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education"(Jiaoji 2 [2014] No.4),which clearly requires that the fundamental task of "cultivating people by virtue" be implemented and the cultivation of core literacy is an important part of teaching.In 2017,the "General High School Physics Curriculum Standards" was promulgated.The curriculum standards clarified the core literacy of physics.Physics is a natural science,so the characteristics of physics requires that physics teaching should be carried out on the basis of real situations and through the situation to build a bridge between the subject field and the real life,and use the situation as the carrier to cultivate the core literacy of students.Through the questionnaire survey,the author found that situational teaching is highly recognized by the majority of the high school physics teachers,but the classification,value function,and creation principles of situational teaching on the theoretical basis are less deeply explored by the teachers.The research of situation-based teaching mode and teaching design is not deep and the situation is simply applied to the introduction of classroom teaching to stimulate students' interest in learning,while the educational value of context and the cultivation of core literacy have not been fully explored and developed.In the process of reviewing the literature,the author found that scholars have done early research on situational teaching and have produced rich results,but the research is not closely aligned with the latest subject literacy,deep learning,curriculum reform and other era themes.There is no systematic and in-depth research on the situational teaching of high school physics.Most of them focus on how to create a situation and its application,without forming a guiding and operative application strategy.Through literature research,combining theory and teaching practice,the author puts forward a “situational problem-based” teaching practice strategy and guide that takes “situation” as the starting point,“problems” as the path,and “scholastic quality level” as the “roadmap” to implement core literacy teaching practices.At the same time,teaching cases are designed based on the teaching practice strategy of "situation problem",and in the process of implementation,try to construct the classroom "observation table" of "situation problem" teaching implementation,in order to achieve the purpose of evaluating the effect of "situation problem" teaching implementation.The main work of this article: 1.Clarify the value and function of "situational problem" teaching method;2.Study the current situation of situational teaching in high school physics classroom teaching;3.Explore the general method of high school physics "situational problem" classroom teaching;4.Build the teaching method and create teaching cases with certain reference value and guiding role.