Research On The Optimization Of Post-homework In First Year Of High School Physics Based On Physics Core Literacy

As the new curriculum standards are revised,the term "core literacy" has once again become a buzzword in education.Discussions among physics education scholars and experts on the term physics core literacy have been in full swing,and cultivating a student with good physics core literacy has become an important step in implementing the educational mission of "building moral character".How to make physics core literacy not a slogan but a real sense of implementation requires repeated thinking and practice by educators.Regarding the cultivation and development of physics core literacy,most teachers focus on physics classroom teaching design.It is true that classroom teaching is crucial to students’ learning development,in contrast,after-school homework,which is an extended classroom teaching,is an essential complement to students’ development of core physics literacy and it is also the main way for teachers to understand students’ learning status.For students in the first year of high school,from junior high school students to high school students,the degree of abstraction and complexity of the accepted physics knowledge suddenly increases,and many students do not fully absorb the "fertilizer" applied by the teacher in the classroom,and need to "water" more after class.Thus,the design of after-school physics assignments that meet the requirements of the new curriculum standards and are adapted to the cognitive characteristics of students is crucial to the growth and development of students entering high school.This paper investigates the current situation of physics after-school homework from the perspective of existing physics after-school homework,first-year physics students,and physics teachers from the No.6 Middle School of Baotou City,Inner Mongolia Autonomous Region.The survey found the following four problems with after-school physics homework in the region: 1.Front-line teachers paid less attention to the core literacy of physics;2.After-class homework is difficult;3.Single form of after-class homework;4.Students have poor self-control in completing homework.Based on constructivist theory,multiple intelligence theory,and recent development area theory,the author proposes four corresponding optimization strategies to improve students’ physical core literacy by combining the principles of consistency,purposefulness,appropriateness,stratification,practicality,and inspiration.The optimization strategies for physics homework are: 1.Change teachers’ concepts and let core literacy land;2.Set contextualized problems and build large-task assignments;3.Enrich the types of homework after class and encourage students to do hands-on experiments;4.Stimulate students’ interest in learning and transform their motivation for completing homework.In view of the above optimization strategies,the author applies the optimization strategies to the existing physics homework,using "gravity" and "friction" as cases to optimize.