Study On The Integration Of Chinese Traditional Skills And Crafts In Junior High School Physics Teaching Under The Perspective Of Deep Learning

With the introduction of Core Literacy of Chinese Students' Development,deep learning has become a hot topic in domestic education research.The subjective thinking,critical understanding,content integration,creative solution,participation experience emphasized by deep learning are all in line with the strategic theme of China's education reform which insists on people-oriented and essential-qualities-oriented education.At the same time,with the promulgation of the Opinions on Implementing the Project of Inheritance and Development of Excellent Chinese Traditional Culture,the research on Chinese traditional culture education has shown a rapid development,and how to integrate it into various aspects of classroom teaching has also become a hot spot of current physics teaching research.However,both the deep learning concept and traditional culture education have some defects in integrating with physics teaching practice and research.In terms of deep learning,many studies rely strongly on Western research results from content to methods,ignoring the unique cultural,historical and social aspects of China,and failing to localize them effectively and promote the development of local teaching practices.As for traditional culture education,most of the studies start from traditional culture as a whole,but fail to explore and utilize traditional skills and crafts that are highly relevant to the characteristics of physics subjects.As a result,the integration of traditional culture in physics teaching is limited to the introduction part of the beginning of the class and the reading materials before and after class,and is not being able to deeply integrated into the new knowledge-teaching and inquiry activities.Focusing on the above two questions,this paper adopted literature research method,questionnaire survey method and experimental research method to conduct the following studies:?.The educational value of Chinese traditional skills and crafts,the existing problems of physics teaching and the necessity of deep learning are summarized.On top of this,the characteristics of traditional skills and crafts and deep learning,the relation between two of them are analyzed,and the feasibility of using traditional skills and crafts to promote deep learning of physics for junior high school students is theoretically demonstrated.?.A questionnaire was administered to students in six classes in the third year to understand their interest in traditional skills and crafts,cognitive level of traditional skills and crafts,perception of traditional skills and crafts' pedagogical role and the current state of integration in physics teaching.In addition,the current status of students' deep learning was analyzed in three dimensions: cognitive domain,interpersonal domain and personal domain.?.On the basis of theoretical analysis and survey analysis,three teaching strategies for using traditional skills and crafts to promote deep learning,such as "using traditional skills and crafts to awaken willingness to learn","using traditional skills and crafts to teach new knowledge" and "using traditional skills and crafts to promote migration" were proposed and explained in detail with numerous examples.?.After consulting historical texts and collecting materials,a total of 19 traditional skills and crafts involving mechanics,optics,acoustics,thermodynamics and electromagnetism of junior high school physics were selected and recommended for teaching.?.Based on the proposed teaching strategies and the materials of traditional skills and crafts collected,three teaching activities: "Vaporization and Liquefaction","Inertia" and "Floating and Sinking Conditions of Objects" were designed,and the effectiveness of the lesson "vaporization and liquefaction" was tested.The results show that the teaching strategies proposed in this study can effectively promote the transformation of surface learning to deep learning and improve students' deep learning achievement.Through research and practice,the following conclusions are drawn:using traditional skills and crafts to create physical problem contexts allows students to stand at the starting point of a problem,experience the dilemma people faced at the time,construct knowledge in the process of deconstructing the problem,experience the way of thinking and emotional attitude carried by knowledge,evaluate the intrinsic meaning value of knowledge,and allows students to learn the context,methodology and experience on which knowledge are based in their own growth environment,and brings about substantial changes in students' cognitive styles,emotional experiences,and state of mind.