A Study On The Improvement Of Teaching Electromagnetism In High School Physics Based On Learning Progression

With the development of science and technology,the face of society,production methods and human cognitive level in the 21 st century have changed dramatically compared with those in the past,and there is a growing demand for high-quality education on top of satisfying the basic material foundation of life.In the past decade or so,various new educational concepts have emerged as a result of the research and unremitting efforts of educational scholars in various countries.Some of these researchers,in the course of their research on how to improve classroom teaching and thus enhance the quality of teaching,have found that by designing teaching objectives in a hierarchical manner for different levels of knowledge and concept mastery demonstrated by students in the classroom,a typical path of thinking development suitable for most students is selected,thus significantly improving the quality of teaching and learning.This educational concept is named learning progression theory by western educational scholars in the 21 st century,and the study of learning progression in China started late compared with foreign countries,and mainly focuses on mechanics and kinematics,while electromagnetism,as an important part of high school physics,has less progression research.In this paper,we choose to improve the electromagnetism section of high school physics based on the progression theory of learning,in order to provide a new paradigm for the change of high school physics teaching.The electromagnetism component is a major focus of high school physics teaching and learning,and it is also a difficult area for students to learn.In order to understand the development path of high school students’ thinking in this part,this study firstly compares the existing research results on learning progression at home and abroad,and then elaborates the theoretical research basis through reading and organizing the literature,and then discusses the "electrostatic field" and "magnetic field" of electromagnetism according to the curriculum standards and textbooks.We then sorted out the core concepts and important concepts of "electrostatic field" and "magnetic field" in electromagnetism according to the curriculum standards and textbook content,drew out a concept map,and combined the results of interviews with front-line teachers to determine the starting and ending points of the progression,and completed the division of the dimensions of the progression,so as to build a preliminary high school physics electromagnetism "electrostatic field" and "magnetic field " The framework of the progression hypothesis for electromagnetism and magnetic fields in high school was developed.The next step is to develop a measurement tool and measure the students’ knowledge of the concepts of "electrostatic field" and "magnetic field" through the analysis of the questionnaires,and then to adjust the framework of learning progression assumptions.Finally,based on the constructed learning progression framework,the teaching improvement strategies of electromagnetism in high school physics were elaborated,and the section of "The force of magnetic field on moving electric charge" was used as an example for teaching practice.It is found that the teaching design and implementation based on the learning progression theory can make students’ understanding of concepts clearer and their mastery of laws more profound,which is more conducive to the formation of core literacy of physics subjects,so it is important for the teaching of high school physics,and we hope to provide some reference for physics teachers’ teaching.