Research On Teaching Strategies For High School Physics Exercises Under The Guidance Of Cultivating Core Competence Of Disciplines

The Outline of High School Physics Curriculum Standards for General Compulsory Education(revised in 2017 and 2020)focuses for the first time on refining the core competencies of high school physics,systematically elucidating the correct values,essential core qualities,and core key abilities that students should achieve after completing the course content of the subject.It requires teachers at all levels of schools to adhere to the concept of cultivating core competencies in physics throughout the entire teaching process.Exercise classes play an important role in high school teaching activities,but due to factors such as class hour limitations and exam evaluation,the effective teaching of exercise classes has not been truly achieved.The starting point and ultimate goal of this study are to seek teaching strategies to cultivate students’ core competencies in physics through high school physics exercise classes.This paper starts with an introduction,which mainly elaborates on the background of the problem raised,reviews relevant literature such as "core literacy",defines concepts such as "physics subject core literacy",and clarifies the research ideas and methods,objectives,and significance.Introduced from the background,this paper summarizes the relevant theories of high school physics exercise class teaching,including six aspects: "level division of physics core literacy","characteristics and functions of exercise classes",laying a theoretical foundation for the proposal of subsequent teaching strategies.Next is a survey and analysis of the current situation of high school physics exercise class teaching,identifying the existing problems in physics exercise classes,and understanding students’ preferences for teaching methods in exercise classes.Furthermore,based on relevant teaching theories and the actual situation of students,corresponding teaching strategies for exercise classes are proposed,and four teaching cases are provided for reference based on the strategies.Then,two classes at the same level were used as the experimental group and the control group for a semester of teaching practice.Then,using the evaluation method used by the International Education Association-the work sheet,the changes in students’ scientific inquiry ability before and after teaching practice were evaluated.The practical results were analyzed,and the reliability and validity of the pre and post evaluation papers were analyzed online using SPSS to test the effectiveness of the proposed teaching strategy.Finally,it is concluded that the scientific exploration ability of the experimental group students has significantly improved compared to the control group before and after teaching practice,indicating that the proposed teaching strategies have a positive guiding effect on high school exercise classes,and the students’ core subject literacy has been improved to a certain extent.