Research On The Evaluation Of High School Physics Experimental Learning Based On Core Literacy

In 2017,the "General High School Physics Curriculum Standards(2017 Edition,2020 Revision)" was promulgated,proposing to develop students’ core literacy.The new curriculum standard requires updating the traditional concept of evaluation,and requires evaluation to adapt to the overall and personalized development of students.Experiments are the cornerstone of physics,so it is crucial to establish an evaluation scale for physical experimental learning.The purpose of this study is to construct evaluation indicators for high school physics experimental learning and practice them to scientifically evaluate students’ experimental ability.The construction of the evaluation index system for high school physics experiment learning enriches the research on the evaluation of high school physics experiment teaching,helps physics teachers improve their professional quality and teaching level,discovers problems in experimental teaching,improves experimental teaching methods and methods,and improves the teaching quality of high school physics experiments.The main content of this article is as follows.Firstly,through literature research,summarize domestic and foreign research results on learning evaluation of physical experiments,deeply understand the relevant theories of pedagogy,and provide theoretical basis for the construction of evaluation index system.Secondly,by analyzing the basic content of physics experiments in the new curriculum standard and the experimental part of college entrance examination physics,we can further understand the relevant content of high school physics experiment evaluation.At the same time,a student questionnaire was compiled to study the implementation status of physics experiment evaluation in senior high schools,and problems in the implementation of physics experiment development and experimental learning evaluation in actual teaching were found,providing a realistic basis for constructing evaluation indicators.Then,based on the construction of the experimental capability framework,the hierarchical division of evaluation indicators and evaluation content are clarified;Finally,according to the different emphasis of the learning content of physical experiments,physical experiments are classified into exploratory experiments,validation experiments,and observational experiments.The learning content and objectives of each type of experiment are analyzed,and the characteristics of the experiment are summarized.The evaluation indicators for each type of experiment are constructed.After the evaluation indicators are determined,they are weighted based on expert opinions to form a complete evaluation indicator system.Finally,in practice,the evaluation index system is applied to clarify the ability level of students in various aspects through scientific evaluation,and promote their comprehensive development.The innovation of this article lies in the comprehensive and focused evaluation of students’ experimental abilities closely around their core literacy requirements;According to the characteristics of each experimental type,three evaluation index systems were constructed to evaluate more reasonably and scientifically;The selection and assignment of evaluation indicators are based on the opinions of front-line teachers and experts,which are relatively detailed and highly operational;The overall evaluation index system conforms to the requirements of the new curriculum standards,and can scientifically and effectively evaluate the effectiveness of high school physics experimental learning.