Reasearch On Unit Teaching Design And Pratice Of High School Physics Based On Project-based Learning

The General High School Physics Curriculum Standard(Revised 2020)proposes to comprehensively develop students’ core literacy in an integrated way,while the basic education reform advocates the development of project-based and inquiry-based classroom teaching based on context and problem orientation,trying to improve students’ comprehensive literacy and practice the fundamental task of building morality and cultivating people by changing the talent training mode.Therefore,it is of great theoretical and practical significance to research on unit teaching design and practice of high school physics based on project-based learning,which conforms to the wave of basic education reform.This study examines the feasibility of integrating project-based learning and unit instructional design in the physics discipline based on a review of the literature.And according to the results of the questionnaire survey,the appropriateness and necessity of project-based learning for unit teaching design and classroom teaching practice of high school physics are illustrated.At the same time,based on the "ADDIE" model of unit teaching design(analysis,design,development,implementation and evaluation)and project-based learning theory,this paper constructs the unit teaching design framework of high school physics based on project-based learning.And develop a teaching case for the unit on "The relationship between motion and force".In addition,it is carried out classroom teaching practice to test the unit teaching design framework and practical effect of high school physics based on project-based learning.And explore a feasible way for the implementation of physics core literacy.This paper adopts literature research method,questionnaire survey method,educational experiment method and interview method to conduct survey research,theoretical research and practical research on unit teaching based on project-based learning in high school physics respectively.Among them,the survey study found that the current situation of students’ physics classrooms need urgent change;there is a good student and teacher base for carrying out project-based learning;the importance and value of unit teaching design were recognized by teachers.In terms of theoretical research,firstly,the principles of unit teaching design based on project-based learning were extracted;secondly,the elements of unit instructional design based on project-based learning were established.And then,based on the "ADDIE" model and the characteristics and implementation process of project-based learning,the framework of unit instructional design based on project-based learning for high school physics was constructed.Finally,based on the framework of teaching design,the teaching case of "Making automobile horizontal accelerometer" is formed by taking the unit of "The Relationship between motion and force" as an example.The results of the study showed that after the unit teaching based on project-based learning,the p-value of the t-test for the physics scores and core literacy of both classes was 0.000,and the average score of the experimental group was 7.25 points higher than that of the control group.The scores of all dimensions of core literacy tests were higher than those of the control group.At the same time,combining with the interviews of students and teachers,the conclusion of this study is drawn that unit teaching based on project-based learning can not only deepen students’ understanding of physics knowledge,but also help to cultivate students’ core literacy.It is hoped that this study can provide new ideas for current high school physics instructional design,and help to transform the classroom,promote the transformation of the educational model,and further promote the reform of basic education.At the same time,it provides front-line physics teachers and researchers with theoretical and practical references for the integration of project-based learning and unit teaching design.