The Theory And Practice Study About Using Of Local Elements In Minority Middle School Physics Teaching

China is a multi-ethnic, multi-cultural country, it is a great and profound decision to improve the scientific literacy of minorities, to speed up the socio-economic development of minority areas, to promote national unity and social stability. With the complexity of minority areas, the state has developed a number of related policies and regulations, to obtain the results, however there is also a lot of problems in the process of development, such as education.This article is about the problem of middle school physical of minority areas out of touch the actual production of life, for the case of Ninglang Yi Autonomous County, Yunnan Province, introducing the local elements to the middle school physics teaching from the two levels of the theory and practice. So that combining the middle school physics teaching with practice, meeting students, teachers and society’s need, cultivating students’ ability and practical ability, improving students’ interest of learning, mobilizing teachers’ creativity of minority areas, enriching the content of school physics teaching of minority areas, and implementing curriculum reform of of minority areas.Research method of this study is literature review, questionnaire investigation, interview method, classroom observation and analysis method. This study focuses on combining theory and practice, bases on the idea of combining a qualitative analysis with quantitative, several ways to cross-cutting,integrated use.This study takes constructivist theory, Ausubele’s meaningful learning, multi-cultural educational theory, STS educational theory and minority students’ cognitive characteristics as the theoretical basis, combining with relative researches, to discuss introducing native elements’feasibility and necessity in middle school physics teaching of minority areas from theoretical level. Concluded that first, physical concept formation process determines that it is necessary to penetrate local elements in physics teaching of minority areas; second, abundant curriculum resources of minority areas ensure the feasibility of penetrating local elements in physics teaching; and third, it is a special mission of minority areas’basic education to heritage national culture.Moreover, this study also combine with Yi traditional production tools, Jichala coal plant of Zhanhe township and Torch Festival, to design four classroom teaching case and an extra-curricular activities, and select one case of them to do practice research in Zhanhe middle school of Ninglang Yi Autonomous County, Yunnan Province. Concluded that first, the potential teaching resources are abundant and available of minority areas; second, the introduction of local elements of physics teaching providing a feasible way to change teaching methods and learning methods; third, the introduction of local elements of physics education may improve the enthusiasm and participatory of students.