Research On Teaching Design Of High School Physics Deep Learning Based On Problem Chain

With the development of science and technology and the proposal of new curriculum standards,the defects of exam oriented education are also gradually showing.Simple knowledge indoctrination is far from enough.What the society needs is people who can apply knowledge to the environment.Therefore,how to change this learning style and cultivate and develop students’ core literacy and ability has attracted extensive attention in the educational circles.To solve this problem,we carries out a case study based on problem chain to promote students’ in-depth learning of physics in senior high school.At present,in the teaching of physics in senior high school,teachers are used to using the questioning teaching method.If the questions raised are too fragmented,meaningless and lack of systematicness,they are not beneficial to the development of students.Starting from the textbook content of each section,based on the teaching objectives,select the appropriate type of problem chain for teaching,and design logical and systematic problems for teaching,which is conducive to promoting students’ in-depth learning and developing students’ core literacy.In order to clearly understand the deep learning situation of senior high school physics students,we compiled the questionnaire according to the research process questionnaire(R-SPQ-2F),the deep learning ability framework under the integration of Hewlett Foundation and NRC as the research basis.A total of 361 students in nine classes were analyzed in the internship school.At the same time,four senior high school physics teachers were interviewed,and the students’ questionnaires and teacher interviews were analyzed.Then,on the basis of teaching materials,curriculum standards and analysis of learning situation,taking "free fall movement" and "curve movement" as examples,the teaching design is carried out according to the design strategy of problem chain.Finally,the case is reflected and summarized.As deep learning is a long-term process,we briefly draw some conclusions through the classroom effect of case implementation: first,the appropriate problem chain can attract students to learn and provide the possibility for deep learning;The second is the inquiry question chain,which can cultivate students’ scientific inquiry ability and scientific thinking ability,and effectively promote in-depth learning;Finally,the targeted problem chain design can effectively solve the shortcomings of students in deep learning.It is hoped that this paper can provide relevant ideas and references for researchers and front-line physics teachers in the research of problem chain and in-depth learning.