Application Of The History Of Physics In High School Physics Teaching

The value of the history of science has attracted much attention. However,the history of science can provide the function of enlightenment for the construction of scientific theory,which has not been paid attention to.This paper analyzes the history of physics in traditional physics teaching and points out its cognitive function mining insufficient defects. Based on the research on the history of physics and physics teaching at home and abroad,this paper presented the topic:Application history of physics in high school physics teaching. In this study,both the theory and practice of teaching will be covered so that the theory and practice of teaching can be combined more closely. The strategy can also be referred by other teachers. The first part of this study is the introduction,focusing mainly on the situation of the history of physics in high school.The second part of this study is the theoretical basis of this paper. Based on Cohen scientific development theory,Piaget's theory of cognitive development and physical culture theory,this study reveals that the development of high school students in physics and physics history have formed internal consistency. Therefore,it is not only feasible but also necessary to introduce the history of physics in high school physics teaching.The third part is from the applied perspective of the history of physics in high school teaching. Both questionnaire and interview methods from teachers,students,classroom three aspects are used to sort out,once again confirming that the students' understanding of the physical processes and physics development process are very similar. Therefore,the development process can be used by physics student to study physics and provide inspiration for teachers and high school classroom teaching. The author then conveyed a survey in a high school in the city of Jining to let students understand the history of physics,and the test results showed that the majority of students are interested in the history of physics explained in the classroom. The study interviewed teachers' opinions on the history of physics in high school physics teaching,and the results shows that teachers can recognize the educational value of the history of physics,but due to the lack of theoretical guidance and practical experience,they have to abandon the history of physics when preparing lessons or classes,or simply use it to arouse students' interest in learning.Finally,the author analyzed the history of physics in high school textbooks and found it attached great importance to the value of the history of physic,which shows that the history of physics is the general trend in teaching. Through the work of the above three aspects,the author concluded that the history of physics in the study of high school physics teaching is very necessary.The fourth part of this study is about the strategies of history of physics in high school physics teaching and their application. First of all,based on the theoretical basis of my article,I mentioned two strategies of the history of physics in high school : History of Physics teaching style reproduction and Recreation in the history of physics teaching. The study also mentions the basic requirements include a classroom,the final form of instructional designed to give specific examples of each strategy,thus giving a detailed explanation of teaching strategies.The fifth chapter is to evaluate the effect of the history of physics in high school physics teaching. The author selected two classes in teaching practice,which had no physical achievement gap at the beginning of the semester,as the experimental class and control class. The evaluation is divided into two parts. The first part is the evaluation of classroom practice,primarily instructional design analysis of experimental class and control class. The second part is to assess students' learning outcome,mainly by testing the students about the corresponding physical knowledge. Then the author made use of significant test teaching statistical analysis to compare the differences between the overall average of the two classes. By calculating the results,it can be seen that the experimental class performed much better than the control class. The result shows that the history of physics are of great benefit to both teachers and students. The sixth chapter is a summary.In summary,the innovation of this study are as follows: from the perspective of high school physics teaching and students' learning,the educational value of the history of physics is dug out.The author also proposes two teaching strategies in physics history teaching(reproducing formula and recreating formula) based on the analysis of history,textbooks and students. We hope that our research can provide inspiration for the front-line physics teachers to make the history of physics suitable for high school. The application can also be standardized and rationalized.