Analysis of Innovation in High School Physics Teaching Under the Background of the New College Entrance Examination

Wen-Na Li （ Haiyuan Senior High School, Zhongwei, Ningxia, 755000, China ）

Abstract

The reform of the "New College Entrance Examination" (NCEE) has imposed higher requirements on high school physics teaching, rendering traditional pedagogical models insufficient for the talent cultivation needs of the new era. By deeply analyzing the alignment between the core concepts of the NCEE reform and the characteristics of physics as a discipline, this paper explores the current challenges and opportunities facing high school physics education. Research indicates that the cultivation of students' core literacy, the transformation of teaching methods, and the reconstruction of evaluation systems have become key elements of instructional innovation. Based on these findings, this article proposes specific innovation strategies across three dimensions: updating educational philosophies, optimizing teaching methods, and improving evaluation mechanisms. These strategies include constructing student-centered teaching models, promoting pedagogical practices that integrate inquiry-based and cooperative learning, and establishing a diversified evaluation system. Through systematic instructional innovation, students' core physics literacy can be effectively enhanced, promoting all-round development and providing theoretical guidance and practical reference for high school physics teaching under the NCEE framework.

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