Research On Teaching Strategies For Promoting Deep Learning In High School Physics Classroom Based On Core Literacy

The General High School Physics Curriculum Standards(2017 Edition Revised2020)proposes the development of students’ core literacy in physics as the goal of high school physics teaching.The core literacy in physics subjects requires high school physics teachers to train students in each of the four areas of physical concepts,scientific thinking,scientific inquiry,and scientific attitudes and responsibilities.Deep learning requires enhancing students’ intelligence,developing their thinking,and cultivating their patriotism.The goals of core literacy training coincide with the requirements of deep learning for students,so this paper will use core literacy and deep learning theories as a guide to propose teaching strategies to promote students’ deep learning.The main content of this study will be carried out by implementing a survey on the current situation of deep learning of high school students,proposing relevant teaching strategies,and testing deep learning teaching strategies by setting up a control group: first,a survey on the current situation of deep learning of high school students.In this study,Nvivo was used to code the elements of deep learning in existing studies,and deep learning was divided into 3 primary dimensions and 15 secondary dimensions.Based on the deep learning-related dimensions,a survey questionnaire on the status of deep learning in high school was developed by combining the NESSChina deep learning subscale.This questionnaire was used to investigate the current situation of deep learning among high school students in physics.Second,teaching strategies to promote students’ deep learning were proposed.The results of the survey on the current state of students’ deep learning were analyzed,and teaching strategies to promote deep learning of physics subjects for high school students were proposed from the lesson preparation stage,lesson stage,and evaluation stage based on students’ feedback.Finally,a control group was set up to test the deep learning teaching strategies.Relevant tests were administered to two classes after teaching,and supplemented with a post-test questionnaire to investigate students’ confidence in learning physics,interest in learning physics,and other relevant aspects,to determine that the teaching strategies proposed in this study have a facilitating effect on students’ deep learning.The results of the study showed that the overall level of students’ deep learning is not high at present,which is reflected in students’ poor association ability,students’ poor innovation ability,students’ lack of perseverance in learning,students’ lack of energy in learning physics,students’ stereotypical process of receiving knowledge,and students’ insufficient intrinsic motivation in learning physics.Combined with the survey results,relevant suggestions were made from the teacher’s lesson preparation stage,lesson stage,and evaluation stage,respectively.The first is the lesson preparation stage,which requires a reasonable pre-assessment of students’ learning and a clear teaching goal based on the results of the pre-assessment.The second is the lesson stage.In the lesson stage,students can make full use of scenario-linked questions,guide students’ thinking through questions,prompt students to cooperate and explore,and reasonably use thinking maps to help them complete their learning tasks in the lesson stage.The third is the evaluation phase,which emphasizes continuous evaluation,encourages students to self-reflect,and appropriately arranges post-lesson assignments to promote students’ continuous learning.