Advanced Research On High School Physics Learning Under The Problem-driven Mode

The Physics Curriculum Standards for General High Schools(2017 Edition 2020Revision)issued by the Ministry of Education not only clearly puts forward the concept of the core discipline literacy,but also points out that physics teaching needs to realize the transformation from pure knowledge teaching to teaching with equal emphasis on ability and methods.It is emphasizes the use of the teaching method of problem solving.At the same time,the formulation of Senior High School Physics Curriculum Standards pays more attention to the advanced process of the students’ scientific thinking,and tries to take the advanced process of learning as one of the basis for writing.Based on the above,this article combined problem-driven with learning advanced teaching,and constructed a new problem-driven advanced teaching model based on the Senior high school physics curriculum standards and Guo Yuying’s "development hierarchy model of scientific concept understanding".The theme of "circular movement" was selected to design the problem-driven advanced teaching process.Taking the three sections of this chapter as an example,the problem-driven advanced teaching case was designed,and the specific implementation steps were introduced,and then the teaching practice was completed.The main contents include:Firstly,through consulting and collecting relevant information,we understood the research situation at home and abroad and the necessity of combining problem drive and learning advancement.Based on the literature research method,the core concepts of "problem-driven","learning advanced" and the corresponding theoretical basis were defined.Secondly,based on the core concept and theoretical basis,the connotation of problem driving and learning advancement was explained.According to Senior High School Physics Curriculum Standards and the "development hierarchy model of scientific concept understanding",the advanced variables,dimensions and class levels were analyzed and established.And "electrostatic field" was taken as an example.Based on the above results,the basic process of the new mode of problem driven advanced teaching was constructed.Also the problem driven advanced teaching framework was established.Finally,the teaching design suggestions were put forward.Thirdly,the sixth chapter of "circular Movement" of human Education Edition was selected as an example.According to the curriculum standards and advanced elements,nine advanced variables and two advanced dimensions were determined.And the theme advanced class diagram was designed.Based on the constructed problem-driven advanced teaching mode,the problem-driven advanced teaching design was based on the specific three sections under the theme of "circular movement".And the implementation steps of the teaching design were introduced.Finally,the problem-driven advanced teaching was applied to the teaching practice.The research conclusions were drawn through classroom observation and after-class interviews with students at different levels.The problem of driven type advanced teaching mode by the teaching framework guidance and creating situation as the background,makes the students scattered knowledge systematic,messy thinking order.It improves learning enthusiasm the overall classroom efficiency.And it achieved classroom teaching goal and promote the formation of students’ core quality...