| The Implementation Plan for the General High School Curriculum（2017 Edition）,promulgated by the Ministry of Education of China,explicitly emphasizes the use of subject big ideas as the core to promote the implementation of subject core literacy,in2018.This is the first time that China uses big ideas to integrate the curriculum contents of various subjects and big ideas is of important significance in the implementation of subject core literacy.Students should comprehend each concept of high school physics and understand key knowledge of high school physics.Therefore,it is necessary for students to have an overall view of subject knowledge and to integrate the specific concepts scattered throughout the textbook into the "big ideas" system.Domestic research materials have explored the relationship between big ideas teaching and students’ core literacy development,how to make a unit teaching design based on big ideas,and how to integrate big ideas into curriculum of secondary school.Nevertheless,there is still a great need for scholars to explore how to put big ideas from the level of concept extraction,theoretical cognition and curriculum design to the micro level of specific teaching.Moreover,those domestic research materials fail to give a clarified answer of how to extract "big ideas",and how to make big ideas coordinate with the content of new teaching materials.As a result,these problems lead to the difficulties for the majority of teachers to put big ideas into their teaching practice.Therefore,this study is dedicated to actively promoting the integration of big ideas and classes of high school physics.The research questions mainly include: firstly,how to extract big ideas and sub-concept within the big ideas in a relatively more scientific way;secondly,how to apply the extracted big ideas to teaching practice.For the first research question,the textbook contents from the compulsory high school physics textbooks are sorted out and the concepts are extracted and screened based on the "bottom-up" construction method.With ISM method and expert advice,this study employs hierarchical diagrams to obtain appropriate sub-concepts including mechanical motion as well as idealized models.And based on this,big ideas is further refined to the specific contents of five sections in the compulsory part of high school physics which includes kinematics,dynamics,energy conservation,electric circuits along with their applications,and electromagnetism.For the second research question,the teaching model under the guidance of big ideas is developed due to the specific contents of big ideas extracted in the compulsory part of high school physics,the theoretical bases such as inverse teaching and unit teaching which are effectively combined with big ideas teaching,and the original physics problems used as the evaluation basis.Meanwhile,a parallel class from a high school in Henan Province is chosen to conduct teaching control practice activities and test the teaching effect with tests of original physics problems.By comparing the post-test scores of the experimental class and the control class,this study finds that scores of the experimental class improve more significantly than the control class.This study shows that: using ISM method to extract big ideas is scientifically effective;teaching under the guidance of big ideas helps students improve their transfer ability and solve real problems;establishing the concept of dynamic construction of big ideas is helpful for teachers to grasp subject system.By analyzing the problems confronted by teachers in real practice,this study renders a reference for the majority of teachers by proposing corresponding teaching strategies as below: students have different transfer abilities,therefore teachers should try to select different original physics problems in the same physics scenario as challenging tasks for students.Besides,teachers should assign personalized after-school life tasks to students. |
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