Teaching Scheme And Practice Research Of High School Physics Large Unit In View Of SOLO Classification Theory

In order to comply with the general trend of educational reform and development,the "General High School Physics Curriculum Standards" points out that physics teaching should promote the development of students’ core literacy.The proposal of core literacy calls for the transformation of classroom teaching methods into large unit teaching.The implementation of large unit teaching has largely solved the current problem of emphasizing the "quantitative" accumulation of students’ knowledge levels and ignoring the "qualitative" development of scientific thinking levels in physics teaching.However,after consulting a large number of documents and based on actual teaching feedback from front-line teachers,it is found that there are problems in the teaching design of large units,such as insufficient content integration,unclear advancement in setting teaching objectives,weak comprehensiveness in teaching evaluation,and difficulty in distinguishing teaching activities.How to optimize the teaching design of large units of high school physics has become a hot topic for front-line teachers in teaching.This article takes the general high school curriculum standards and the SOLO classification theory as the starting point,under the guidance of the core literacy goals,and based on the SOLO classification theory,carries out the design and implementation of high school physics large unit teaching.Through practical results,it examines the scientific nature and effectiveness of large unit teaching in improving students’ scientific thinking and dimensional abilities.This study is divided into six parts: The first part and the second part mainly use the literature research method to understand the current research background,domestic and foreign research status of subject large unit teaching based on SOLO classification theory,sort out the research methods and technical road map of this paper,and carry out relevant concept definition and theoretical analysis;The third part interviews the front-line teachers of the practice school through the interview survey method to understand the implementation and suggestions of the current senior high school physics teachers on the large unit teaching of senior high school physics based on the SOLO classification theory,and analyzes its feasibility;The fourth part selects the teaching design of the large unit of Constant Current based on the SOLO classification theory according to the previous teacher’s suggestions,literature research and case analysis,and asks the instructor to revise it;The fifth part applies large unit teaching to teaching practice through teaching practice method and statistical analysis method,designs scientific thinking level test questions based on SOLO classification theory to test students before and after practice,uses SPSS software to conduct independent sample "T" test on scientific thinking level test results and students’ monthly exam results,and summarizes the overall practice effect in combination with interviews and surveys of students at the later stage of practice;The sixth part summarizes and prospects this study,and reflects on the shortcomings of this study.The following conclusions have been drawn from practical research: 1.SOLO classification theory helps to design large unit teaching,effectively grasp students’ cognitive and thinking level,accurately determine teaching starting point for teachers,dynamically adjust teaching process,make process evaluation more scientific,lay the foundation for subsequent adjustment and revision of teaching plan,and promote the improvement of teaching quality.2 After the practice of large unit teaching based on SOLO classification theory,the two experimental classes in different echelons have significantly improved in terms of "relevance structure" and "abstract extension structure",while the level of the control class has not changed much compared with the pre-test level.It proves that the large unit teaching is effective in improving the level of students’ scientific thinking,and students’ interest in physics learning and classroom participation have also been significantly improved,and to some extent,students’ fear of difficulties has been eliminated.