High School Physics Teaching And Aesthetics Of Combining Research

In terms of current physics teaching situation, some problems do exist in teaching. For example, there are so many exercises and explanations, but only a few experiments. And these experiments are only aimed at College Entrance Examination. This method pays much more attention to imparting knowledge than developing abilities, and neglects other teaching functions in middle school. As a result, students feel very dull when learning physics and they lose their interest, which leaves physics teaching with little progress. Students are afraid of learning it and teachers teach it with difficulties, all of which becomes vicious circle. When being divided into Arts and Science students before College Entrance Examination, students choosing physics in some regions are becoming less and less. Faced with this situation, teachers at the front worry a lot. As human beings are stepping into the information age and the era of knowledge economy, construction of a human capacity development at the core of education has become an urgent task. During the course, physics teaching in the education process plays an important role unmatched. However, the curriculum is constantly"examination-oriented education"enhanced, or even to the extreme, which not only has a negative impact for the development of the students, but also to a great extent restricts the enthusiasm and creativity of teachers.In order to change this situation, this article, from the perspective of aesthetics, is aimed at exploring the close relationship between physics (and its teaching) and aesthetics, based on a large number of examples of combining aesthetics in textbooks. It takes the pursuit of truth, goodness and beauty as the ultimate goal of physics teaching. To seek the truth, to better themselves and to be perfect are considered as the highest level of physics teaching. All of these can help to stimulate students'enthusiasm of learning physics and to sublimate physics teaching objectives of middle school. Oriented by educational theory and statistical methods, I've carried out this plan in my teaching for one year, using comparative analysis of teaching, and supplemented by interviews with experts and interviews with students. Also, I've studied the feasibility of this program and its effect is significant. It indicates that teaching physics with Aesthetics thinking and behavior will definitely promote our teaching. Students enjoy learning, and teachers are glad to teach. They have fun in it and enjoy Aesthetics together.