Review Strategies of Junior High School Physics from the Perspective of Big-unit Theory

Abstract

Under the new wave of curriculum reform, junior high school physics education not only aims to help students grasp basic physical concepts and laws but also emphasizes guiding them to construct a systematic knowledge framework, develop scientific thinking skills, and foster practical inquiry and innovation. However, the current review of junior high school physics often suffers from fragmentation and utilitarianism, overemphasizing problem-solving techniques and test scores while neglecting the logical connections between concepts and their practical applications. This approach hinders students from forming a structured knowledge framework and applying physics knowledge to solve real-world problems, which contradicts the goals of cultivating core competencies. This article, guided by the concept of core competencies, proposes strategies for review, including setting tiered objectives, reconstructing the knowledge system, creating real-life scenarios, focusing on practical applications, and adopting diversified evaluation methods. These strategies aim to provide teachers with concrete and effective measures to break away from traditional review models and achieve an integrated “teaching—learning—evaluation” process, thereby helping students transition from rote memorization to the development of practical skills.