Research On The Teaching Design Of Integrating Curriculum Thought And Politics Into High School Physics From The Perspective Of Core Literacy

The integration of "curriculum ideology and politics" in high school physics teaching is an effective means to improve students’ core physical literacy.How to carry out "curriculum ideology and politics" in physics classroom teaching is a common concern of the majority of front-line physics teachers.Currently,there are few studies on "curriculum ideology and politics" in high school physics,and they mainly focus on the mining of ideological and political elements of physics.the lack of classroom teaching system design and empirical research.In response to this situation,this research is based on the cultivation of core physical literacy,from four aspects: what is curriculum ideology,why is curriculum ideology and politics integrated,how to integrate curriculum ideology and politics,and what is the effect of integrating curriculum ideology and politics,through theoretical analysis and teaching in practice,a systematic study has been carried out on the teaching design of high school physics classrooms.This research is divided into three parts,the research contents are as follows:The first part is the preparatory work of the thesis,including the introduction of the research background,domestic and foreign research status,research purpose and significance,as well as the introduction of research content,research method,definition of core concepts and theoretical basis.The second part is the main research content of the thesis.First,it analyzes the importance of the integration of curriculum ideology and politics in high school physics teaching;secondly,through text analysis,it determines the ideological and political education goals at all levels that should be followed in physics teaching,and uses this to guide people.The first volume of high school physics in the teaching edition has carried out the excavation of ideological and political elements;then,in terms of teaching design mode,it introduces two teaching design modes that are of reference value for this research,in order to avoid insufficient or excessive integration of physics teaching and "course ideology" The integration leads to "physical ideology and politics",and creatively proposes: four design principles for the organic integration of curriculum ideology and politics into classroom teaching,five-step design strategies throughout the whole teaching process,and four ways to flexibly integrate into ideological and political education;From the perspective of core literacy,curriculum ideology and politics are integrated into the teaching design mode of high school physics,and two teaching design cases of "static friction" and "overweight and weightlessness" are designed.The third part is teaching empirical research.On the one hand,it interviews high school physics teachers to understand their cognition and development of teaching design and curriculum ideology and politics.On the other hand,an experimental group and a control group are set up.The group continued to carry out practical teaching of the subject for one semester,while the control group only carried out routine teaching.Finally,a comparative analysis before and after the training of core literacy was carried out for the experimental group,and a comparative analysis was carried out for the experimental group and the control group.Teaching empirical research shows that the teaching design of curriculum ideological and political integration in high school physics from the perspective of core literacy can effectively improve students’ core literacy of physics.The ideological and political resources developed by this institute and the teaching design principles,strategies and methods proposed will guide teachers to organically integrate ideological and political education resources in practical teaching to a certain extent,and cultivate students’ core physical literacy.