%0 Journal Article
%T 基于学习进阶理论的初中物理大观念教学策略——以“光现象”为例
The “Big Idea” Teaching Strategy of Junior High School Physics Based on the Theory of Learning Progression—Taking the “Light Phenomenon” as an Example
%A 付彬
%A 许刚
%J Creative Education Studies
%P 435-443
%@ 2331-804X
%D 2024
%I Hans Publishing
%R 10.12677/ces.2024.1211820
%X 新课标对中学物理教学提出新的要求，需要教师分板块、分层次地开展教学活动，大观念教学从横向上为结构化教学提供主题，构建教学的着力点，学习进阶则从纵向分层级地指导教学过程的具体实施路径。以大观念为线索的进阶教学通过物理情景的创设，引导学生深入理解物理规律，并形成整体性的结构化认知，提高学生的思维水平，发展学生的核心素养。
The new curriculum standards put forward new requirements for middle school physics teaching, which requires teachers to carry out teaching activities in segments and levels. The “big idea” teaching provides the topic for structured teaching horizontally and builds the focus of teaching, while the “learning progressions” guides the concrete implementation path of teaching process vertically and hierarchically. The “learning progressions” based on the “big idea” as a clue provides guidance for students to understand physical laws through the creation of physical scenarios, and helps students form a structured cognitive framework with a holistic understanding of physical laws, thereby improving their thinking level and developing their core competencies.
%K 核心素养，
%K 大观念，
%K 学习进阶，
%K 物理情景
Core Competencies
%K Big Idea
%K Learning Progressions
%K Physical Scenarios
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=101249