Research On Physics Teaching Design In Senior High School From The Perspective Of Heart Flow Theory

In recent years,the heavy academic pressure in high school often makes students weariness,abandonment and other bad phenomena.More and more students show negative attitude and low activity in physical learning activities.Therefore,using the theory of psychology to optimize the process of high school physics teaching,improve students’learning experience in physics class,and improve students’ interest in physics learning has become the general trend.Because the relevant theories of positive psychology can promote students’ learning activities,it has attracted the attention of many researchers,and the flow theory is one of them.Flow is an emotional experience or state in which people are highly focused or even ignore the external influence when they are fully engaged in something or activity.It plays an important role in optimizing students’ classroom feelings and improving learning efficiency.Therefore,how to guide students to obtain flow experience in physics teaching is a problem worthy of deep thinking by educational researchers.Because the core idea of flow theory focuses on the emotional state of individual activities,at present,the application of flow experience in China is mostly focused on educational resources and class management,and the research combined with teaching activities is relatively few.However,quality education requires students to develop in an all-round way.While physics teaching helps students acquire knowledge and improve their ability,it should also pay attention to guiding students’ physical and mental healthy development.Therefore,the purpose of this paper is to study the high school physics teaching design from the perspective of flow theory.On the one hand,it improves the ability of teachers to design physics teaching under the guidance of flow theory.On the other hand,through the design,it improves the emotional experience of students in the process of physics learning,so that it can be more fully developed.On the basis of sorting out the relevant content of flow theory at home and abroad,the thesis conducted investigations and interviews with 200 students in two grades and three physics teachers in two high schools in a certain city,and learned about the students in the current high school physics teaching class.actual classroom conditions.The survey found that students have low satisfaction with the current physics classroom,are not active in teaching activities,and feel anxious about their own physics performance.At the same time,it is found that students are eager to change this situation and hope that the physics class can be vivid and efficient.Therefore,starting from the three elements of clear goals,skills and challenges,and phased feedback in the flow theory,the design principles and construction process of flow-based high school physics teaching design are formulated,and the knowledge teaching courses,experiments A specific teaching case is designed for each of the three types of physics classes,teaching class and exercise teaching class.Two classes in a high school in a certain city were selected for specific teaching practice.The results show that the physics teaching design under the guidance of flow theory is effective in physics teaching.At the same time,a post-test was conducted after the practice,which showed that the students’ satisfaction with this class was high.Therefore,high school physics teaching design incorporating flow theory plays an important role in improving students’ physics classroom experience and improving students’ learning efficiency.