A Practical Study Of Classroom Teaching Based On The Concept Of Physics

At present,the competition between society and the state is essentially a competition for talents,and in order to implement the fundamental task of cultivating virtue and cultivating people,China’s basic education has been constantly exploring and reforming.In December 2017,the Ministry of Education promulgated the "High School Physics Physics Curriculum Standards(2017 Edition)" to further improve students’ core literacy in physics and lay the foundation for students’ lifelong development.The physical concepts in the core competencies of physics represent the internalization of knowledge and are the basis for other literacies [1].The concept of physics builds a simple system of physical knowledge into a high-order concept,and the formation of physical concepts can understand nature and explain natural phenomena from the perspective of physics.The concept of physics embodies the important value of discipline education.The formation of physical concepts requires attention to the systematization and transferability of knowledge,so many scholars believe that teaching design should be based on the framework of units.The paper selects the concept of energy for research,and selects the unit "Law of Conservation of Mechanical Energy" as the teaching practice.Firstly,the research status of physical concepts and unit teaching is sorted out through literature research method,and important concepts: concepts,concepts and concepts,physical concepts,unit teaching,etc.are defined.Then,based on the author’s teaching experience and consulting relevant literature,the characteristics of classroom teaching based on physical concepts were analyzed,and compared with conventional classrooms,knowledge commonality should be summarized and easily mixed points should be distinguished,so as to promote the formation of knowledge transferability and the formation of knowledge system,and based on the characteristics of classroom teaching of physical concepts,six teaching links were proposed: creating physical situations,introducing new course content,based on actual experience,forming physical knowledge,understanding physical knowledge,forming physical concepts,knowledge application practice,conceptual law discrimination and distinction,Migrate innovative applications,activate physical thinking,classroom knowledge summary,and form a knowledge system.Then,(1)combined with the literature,the hierarchical structure of physics concepts in high school is analyzed: subject concept-unit concept-specific concepts and laws,and the formation process of students’ physical concepts is sorted out: factual experience-conceptual law-core concept-physical concept-applied practice-transfer innovation.(2)Based on the curriculum standards,combined with the knowledge structure of the textbook of the new curriculum reform version and the knowledge content of the textbook of the textbook version,the unit of "law of conservation of mechanical energy" was systematically constructed at the level of physical concepts;The concept of energy is expounded: the essence of energy,the form of energy,the transformation and transfer of energy,the conservation of energy,and the dissipation of energy The specific content of the five parallel dimensions in this unit.Finally,the unit of "Law of Conservation of Mechanical Energy" was practiced in class and divided into experimental group and control group,and the experimental group was taught according to the concept of physics.The experimental group and the control group carried out unit testing,and the test data were compared to verify the effectiveness of the teaching mode.