Research Progress Of Learning In High School Physics Optical Core Concept

The rapid development of science and technology in the 21 st century has led to higher requirements for the cultivation of talents,and the pace of educational reform in China and abroad has never stopped.Learning progression has been a hot topic in the field of science education in the past decade.It is a hypothesis based on empirical evidence and can be tested.It describes the path of students' thinking in the process of learning in a certain knowledge area and the gradual deeper understanding of core concepts,which helps to promote the consistency of curriculum reform,teaching and evaluation.Through reviewing the literature,we found that learning progression research originated from abroad;domestic scholars' research on learning progression in high school physics mainly focuses on the fields of mechanics,electromagnetism,and kinematics,while optics content,as an important part of high school physics,has less progression research around it.In this paper,the core concepts of high school physics optics are selected for progressive learning study.It is expected to provide some references for front-line physics teachers in teaching optical contents and students' learning.This paper uses literature research,screening method,interview method,questionnaire survey,and software analysis as the main research methods.Firstly,it elaborates the relevant research basis to provide a theoretical basis for the subsequent research.Then,based on the junior and senior high school physics curriculum standards and the selective compulsory one textbook of the Human Education version,we sort out the basic concepts located in the part of optics,draw a concept map,and interview front-line physics teachers to understand their views on the core concepts of optics,and complete the determination of the core concepts of optics in this study based on theory and facts.Based on the junior and senior high school physics curriculum standards,the human education version of the textbook,and the SOLO classification theory,the progression dimensions,the starting and ending points of the progression,and the intermediate levels were determined to construct a complete learning progression hypothesis of the core concepts of optics in senior high school physics.Then an empirical study was conducted to develop a measurement tool,the "High School Physics Optics Learning Questionnaire",and analyze the reliability and validity with the help of SPSS software.The questionnaire was distributed to 126 senior high school students in a general high school,and the data were collected and organized to calculate the correctness and concentration of students' responses to each question,point out the two-dimensional types,and analyze the statistical results in detail.The questionnaires were used to understand students' actual mastery of each core optical concept and to complete the revision of the learning progression hypothesis.Finally,based on the constructed progression framework,the section "Interference of Light" was used as an example for teaching practice.The study found that the teaching design based on the learning progression is effective in promoting students' understanding and mastery of the core concepts,improving core physics literacy,and suggesting reasonable teaching suggestions based on the real classroom teaching results.The study of learning progression has important implications for high school physics teaching,which not only helps teachers' teaching and promotes their own professional development,but also helps students to locate the problems existing in learning core concepts,and is highly operable in practice.