Research On Classroom Knowledge Structure In The Teaching Of Physical Laws In High School

The goal of high school physics curriculum is to cultivate and develop students' core quality of physics.The concept of physics is in the first place of the core quality of physics and is the basis of other core quality elements.First of all,through interviews with the first-line high school physics teachers,it is found that most of the physics teachers' understanding of the knowledge structure of the physics classroom is not comprehensive and accurate enough.Teachers basically analyze and compare the knowledge structure of the classroom basing on their own subjective experience.In order to make the first-line high school physics teachers better implement the teaching of physics concept,the research of this paper focuses on the classroom knowledge structure of physics law teaching in senior high school,and uses the Interpretative Structural Modeling Method(ISM)to analyze five lessons about classroom knowledge structure of the law teaching of "Law of Conservation of Mechanical Energy",which have almost exactly the same teaching objectives,teaching emphases and teaching difficulties.According to the class knowledge structure chart drawn,this paper makes a comparative analysis from the aspects of "the similarities and differences in the selection of knowledge elements,the arrangement of initial elements,the arrangement of nodal elements,the formation paths between elements,and the arrangement of time sequence of elements",combining with the theory of constructivism and other theoretical basis.By comparison,the following conclusions are drawn in terms of the knowledge structure of the classroom teaching of "Law of Conservation of Mechanical Energy" :1.The choice of core knowledge points is consistent;2.There are "similarities" and "differences" in the structure of classroom knowledge;3.The time sequence of knowledge arrangement is close to the process of students' cognitive construction;4.There are many different ways to break through the key and difficult points of teaching and achieve the teaching objectives.In order to better promote the teaching of "Law of Conservation of Mechanical Energy",this paper also puts forward two suggestions:1.It is suggested that more experiments should be carried out,showing that the mechanical energy conversion is bidirectional;2.We should attach importance to the process of arriving at physical laws.