Research On The Reverse Teaching Design And Practice Of High School Physics Unit From The Perspective Of Big Concept

With the promulgation of the General High School Physics Curriculum Standards(revised in2017 and 2020),the importance of the major concept of discipline is highlighted.At the same time,in the context of the new curriculum reform,the teaching mode is constantly updated,which also requires teachers to pay more attention to the cultivation of students’ unit integration thinking.The reverse teaching design is guided by the core quality,advocates the teaching of large concept units,and advocates that teaching should be based on the understanding of students and pay attention to teaching evaluation.This will help teachers create high-quality classrooms,help students learn better,and also provide thinking direction for front-line physics teachers to carry out high-quality teaching design.In the first chapter of this study,the introduction mainly summarizes the relevant literature and puts forward research questions.In the second chapter,the author defines the relevant concepts,combs the theoretical basis,and clarifies the operating procedures of reverse instructional design.The third chapter is mainly the pre-practice questionnaire survey,which surveys the current situation of teaching design of senior high school physics teachers and the situation of senior high school students’ learning physics.According to the survey,the author summed up the existing problems and found that "the teaching of teachers’ content is inconsistent with students’ understanding needs,the setting of teachers’ evaluation is not obvious in promoting students’ growth,and the teachers’ integration awareness and students’ integration requirements are not coordinated".The unit reverse teaching design from the perspective of the big concept advocates "teaching for understanding",attaches importance to teaching evaluation,and pays attention to arranging appropriate teaching activities,which can help solve the problems found in the questionnaire survey.The fourth chapter combines the idea of reverse instructional design,selects the concept of energy as the major concept,and carries out specific reverse instructional design for the unit of "conservation of mechanical energy".The fifth chapter is about the practice of instructional design to the application level.The teaching practice was carried out in two classes in the first grade of senior high school,using the method of experimental research,with one class as the experimental class and the other as the control class.The author uses different teaching methods for the students of the two classes to compare and analyze the practical effects.The practice found that the reverse teaching of the "law of conservation of mechanical energy" unit with the concept of energy as the main concept can promote students’ understanding of relevant knowledge.The sixth chapter is the summary of the research.The author first answers the research questions,and then puts forward the suggestions of "teachers should constantly update their own educational concepts,teachers should improve the ability of reverse instructional design,teachers should not blindly use reverse instructional design,and teachers should not adhere to the reverse instructional design template".Then the author reflected on the problems of insufficient teaching experience and the need to improve the ability of reverse teaching design in the research.Finally,the research prospect is put forward,and it is suggested that different large concept combination units can also be found for comparative research in multiple grades and schools.By exploring the reverse instructional design of high school physics units from the perspective of the big concept and putting it into practice,this study hopes to provide new ideas for the teaching design of high school physics,provide some references and suggestions for front-line physics teachers in the teaching design,and also provide new ways for their professional development.