The Study On History Of Physics As An Auxiliary Method Of Junior Physical Concept Teaching

Improving students’ scientific literacy is the curriculum goal of compulsory physics course. In physics teaching, only helping students know physical conceptual content, apply physical concepts to problem-solving will definitely not make the full realization of the goal. In view of the above-mentioned fact, introducing the history of physics as an auxiliary means of physical concept teaching is able to help stimulate students’ interest in physics learning, know the history of the concept development, understand the definition of the concept deeply, meanwhile, learn the methods of doing physical research, comprehend the ideas in physics research on the basis of concept learning, in the end, students can spontaneously apply the knowledge to real-life.Based on the scientific development theory and constructivist learning theory, the author has clearly proposed that the history of physics can provide "scaffolding" for junior concept learning, which give rise to optimizing the cognitive structure; reflect the nature of science by presenting the inquiry process; enhance the motivation of physical concept learning by infiltrating social and cultural factors which are in the history of physics development..Under the guidance of the theory, the author has developed the secondary class, which is called History of science, as teaching practice. According to the different characteristics of qualitative concept and quantitative concepts, the stage that learners is in the transition of the formal operational from concrete operational phase and the common misunderstanding of the nature of science which learners have put forward, the author insist on the material should be selected to assist concept teaching, which show the controversy of physicists who were engaged in selecting, promoting the adequate explanation of the phenomenon, reflect the inquiry process and methods, interpret the important physical concepts and present the physical experiments of great significance in the development history of physics, excepting for the quasi-history phenomena. There are three student-centered teaching strategies the author has applied to make an attempt to utilize the history of physics to improve concept teaching:storytelling, the guided inquiry based on history and role-playing. Obviously, the concept of different types should be reached the specific educational objectives:for the qualitative concept, students should focus on experiencing the process of the concept formation and understanding the methodology which was revealed in the concept formation; for quantitative concept, students should pay attention to refining the physical model and doing the logical operation among the multiple connections which are remained in mathematics, physical phenomena, and kinds of instance. After the practice, it is obvious to promote students’ understanding of the nature of science, enhance the understanding of physics research methods by the utilization of the history of physics to make a difference on concept teaching.