The Teaching Research Of High School Physics "Magnetic Field" Based On The Concept Of Big Concept

"Attaching importance to the concept of discipline as the core,structuring the curriculum content,taking the theme as the guide,situating the curriculum content and promoting the implementation of the core literacy of discipline" is one of the major changes in the revision of high school physics curriculum standards.It is clearly pointed out for the first time that the structuring of curriculum content guided by big concepts is the most important way to promote the formation of physics core literacy.This is also the main topic that the majority of front-line teachers must face and explore in teaching practice.Firstly,this study takes the "electrostatic field" part of the third volume of senior high school physics compulsory course of people's education edition as the research content.Firstly,based on the concept of big concept,this paper uses ism method and AHP method to analyze the content of the "electrostatic field" part,and constructs an interpretation structure model to provide scientific teaching sequence guidance for teachers' teaching activities;Then,based on the formed teaching sequence,the teaching design of "electrostatic field" part is carried out,including unit design and teaching design of each class;Finally,carry out empirical research,and use the teaching action research method to carry out the teaching practice of two classes in grade two of Huaihai middle school in Jiangsu Province for two months.The experiment is carried out in a comparative way.Class 5 of grade two is the experimental class,which is taught based on the teaching design of big concept concept,and class 6 of grade two is the control class.On the basis of traditional teaching design,SPSS 22 statistical software is used to analyze the test results before and after the experiment.The RSM method is used to analyze the structure of the post-test experimental data.Finally,it is concluded that through the structured teaching based on the concept of big concept,there are obvious differences between the experimental class and the comparison class,the mastery of different knowledge is also different,and there are also obvious differences in the construction of some knowledge of "electrostatic field".The results show that in high school physics classroom,big concept teaching helps students construct big concepts of physics,and then shape the core quality of physics.At the same time,it reflects the specific situation of students' mastery of knowledge attributes and provides remedial measures for follow-up teaching.