Research On The Unit Teaching Design Of Physics In Junior Middle School Pointing To Deep Learning

With the deepening of basic education and teaching reform in the new era and the introduction of core literacy,the physics class instruction in junior high school has ushered in new challenges.The new physics curriculum concept pays more attention to the educating value of the discipline,and at the same time puts forward new requirements for students' ability to integrate construction,thinking ability and innovative consciousness.The research of many scholars shows that the development of students' core literacy of physics can be better implemented through deep learning,and the unit teaching is the carrier to promote students' deep learning.So we try to do the research on the unit teaching design of physics in junior high school pointing to deep learning.This study comprises seven chapters in total.Firstly,we analyze the research status of deep learning at home and abroad by consulting and studying relevant papers of deep learning.We also define concepts of "shallow learning" and "deep learning" and sorts out relevant theoretical support.Based on this,we investigate the physical deep learning situation of our students through questionnaire and find out why the current situation of deep learning is not optimistic.Secondly,based on theory and actual situation,we study the physics unit teaching design in middle school pointing to deep learning,and form the unit teaching design pipeline relying on the overall consideration of the middle school and the core value of the unit.Taking "Buoyancy" unit as an example,a case analysis is given.Finally,we take the quasi-experimental research method,that is,the control class adopts conventional teaching,and the experimental class adopts the unit teaching design of physics in junior high school pointing to deep learning.For one semester.we evaluate the teaching by analyzing students' degree of mind mapping,grades and interview.Our studies reveal that: 1)the teaching design with unit as a whole has strong systematic teaching content,close internal contact of the unit and effective cohesion of learning activities,which helps students to have a deep understanding of core concepts and promote the improvement of higher-order thinking ability;2)learning activities that are highly consistent with the teaching objectives and evaluation programs are easier to achieve the teaching targets,especially the design of practical activities with certain challenges;and 3)the middle school physics teaching design that points to deep learning can improve students' learning quality and transfer ability of knowledge,especially for excellent and medium students.