High School Physics "description Of Motion"contextualized Instructional Design Based On SECI Theory

"Taking the theme as the guide,contextualizing the curriculum content and promoting the implementation of the core literacy of the discipline" is one of the main changes in the "General High School Physics Curriculum Standards(2017 Edition 2020Revision)",and it is also the main topic that the majority of front-line teachers have to face and study in actual teaching.Using the methods of literature and observation,combined with constructivist learning theory,Situational Cognition and learning theory and SECI theory,and guided by SECI theory,this study explores the feasible path of situational teaching content under the guidance of SECI theory,and completes the situational teaching design under the guidance of SECI theory.Firstly,the research takes the "description of movement" part of senior high school physics compulsory 1 of people's education edition as the research content,and discusses the reason for selecting the compulsory chapter "description of movement";Including the interpretation of curriculum standards,textbook interpretation,analysis of students' cognition and the idea of unit teaching design based on SECI theory;Finally,under the guidance of SECI theory,the development situation of every class teaching design,contains a contextualized teaching design idea and contextualized teaching design,will be for the application of situational teaching in physics classroom teaching provides the reference case,and combining SECI theory and situational teaching.It not only improves the enthusiasm of students to learn,under the guidance of teachers and independent thinking of students,but also develops students' thinking,promotes the development of students' scientific thinking and the improvement of innovation ability,and promotes the cultivation of students' core physical literacy.