High School Physics Teaching Resources Development Based On Tibetan Cultural Life

The late 1990s, our country comprehensively promote the new curriculum reform for basic education. The physical education plays a pivotal position in the new curriculum reform, the new curriculum proposed, "From life to physics, from physics to society," the new teaching ideas. Our country is a multi-ethnic and unbalanced development country, so the National Education is unique in the tide of the times in the new curriculum. From nearly a decade of national education development, national education has made many remarkable achievements in the process of the new curriculum. But because of the ethnic areas has its unique historical and cultural backgrounds, the quality education in minority areas of process has many problems, especially in physics teaching Tibetan secondary schools exiting some of the more prominent issues.The current Tibetan middle school physics textbook is the national textbooks. With which the translation, living environment students are far away, the physical content of classroom teaching and living environment combined with the status quo is not tight enough, causing the students to learn physics knowledge with some difficulties, the effect of the physical education curriculum is difficult to achieve the desired goal. To solve the above two issues, the author of constructivist theory as a starting point, combined with the humanistic learning theory, refer to the relevant research results from the theoretical argument necessity based on the physical phenomenon of Tibetan cultural life of introducing Tibetan middle school physics teaching and feasibility. Demonstrate first of all that physical life from the west Tibetan areas Tibetan students living environment is relatively special, so the introduction of physical education based on Tibetan culture phenomenon to life, physical education is necessary. Second, the Tibetan areas Tibetan middle school physics teaching a class using the Bilingual mode more, a higher proportion of students taught using the Tibetan language, into the classroom teaching is feasible based on the physical phenomenon of Tibetan cultural life.This paper uses the methods of literature research, questionnaire, classroom observation, experiment four. In theory, the use of literature research, localization of the implementation of physical education at home and abroad were analyzed to compare the advantages and disadvantages of various teaching models. In the study of teaching practice, we use three methods questionnaire, classroom observation and experiment. Questionnaire consists of three parts, the survey Tibetan high school students interested in studying physics degree, learning methods, students of the traditional national culture of familiarity and teachers teaching secondary development situation. After the literature study and survey analysis, experimental programs are listed, select a sample of two teaching classes, classes were divided into control and experimental class and control class textbook case of using the teachings of the experimental class designed physical ideas Tibetan motto, physical connotation tug of war game and Tibetan grazing tool of classroom teaching physics three cases, with the control class classroom effect observed experimental class teaching effect obtained significantly better than the control class. Concluded that the introduction of Tibetan cultural life physical instances is feasible in the physical classroom, but also it is necessary to make the physical classroom become interesting, closer to life, increase student interest in learning the principles of physics to improve student learning physics initiative and analytical problem-solving skills, and fully mobilize the students to use physical principles analyzed physical phenomena around the enthusiasm of the teaching of physical principles combined with real life, embodies the essence of physics teaching.