The Application Of Shanghai Intangible Cultural Heritage In High School Physics Teaching

Intangible cultural heritage is the generation of people in daily life,the unique skill formed in the production,at present has become a valuable spiritual wealth for future generations.The government also plans to encourage primary and secondary files into the relevant content of the intangible cultural heritage in the design of curriculum and teaching in Shanghai city.The "non left into the campus" in the work of the national and local support and encouragement after spring and autumn push in and development,vigorously implement the education of Chinese traditional culture "into six" mechanism,taking into the classroom,teaching materials,in class,into the team,into the network,into the evaluation system to take root in the intangible cultural heritage the students in the heart,.The core value and traditional culture of China’s socialism in the new era.According to the New Curriculum Standards of Physics in General Senior High School,under the theory of Frewell’s metacognitive theory,Ausu Supor’s meaningful learning,educational psychology theory,field investigation,questionnaire survey and interview are used.Literature research and other related methods to study the application of Shanghai intangible cultural heritage in physics teaching,investigated the Shanghai middle school students and teachers’ understanding of the local non-heritage,found some problems.This paper puts forward the relevant solutions,enumerates four related schemes and summarizes and analyzes the student data after the implementation of two of them,in order to raise students’ interest in learning physics with valuable educational resources on the one hand.On the other hand,we want to pay more attention to the protection and inheritance of Shanghai’s intangible cultural heritage through this study.The main contents of this paper are divided into six parts:The first part is the introduction,which introduces the research background and significance of the research,the related literature review,and the research methods.The second part is the introduction of Shanghai’s intangible cultural heritage.It introduces the contents of Shanghai’s local humanistic feelings and intangible heritage.It enumerates the national intangible cultural heritage of Shanghai,and states theimportance and historical significance of the protection and inheritance of intangible cultural heritage.The third part is the survey of the development level of intangible cultural heritage and the degree of entering the campus in Shanghai.Based on literature analysis and questionnaire survey,a questionnaire survey is conducted on some teachers and students in Shanghai,and the relevant data are carefully analyzed.In Shanghai,teachers and students understand Shanghai ’ s non-material cultural heritage,which is not very deep,has a strong expectation for non-exhaustion into the classroom,and hopes to be familiar with the customs of his hometown.The fourth part is about the problems existing in the development and utilization of intangible cultural heritage resources in Shanghai.This part is related to the questions raised in the third part after full investigation.The fifth part is how to carry out the analysis of the teaching design of the intangible cultural heritage and the program design and system analysis of the intangible heritage entering the classroom.It puts forward its own flow chart,and integrates the intangible culture into classroom and teaching step by step,serving teachers and classmates.The first case teaching found that the introduction of non-sequelae had no significant effect on the students’ concept establishment,and the second case found that the accuracy of the experimental class exercises in the class was significantly different from the average grade.The sixth part is the problems existing in the development and utilization of Shanghai intangible cultural heritage resources.The highlight of this article is,put forward in the first nationwide local intangible cultural heritage into the physics teaching in the local,regional and cultural heritage in the case of insufficient the intangible cultural heritage and the physics subject closest to the combination of life,closer to physics and the actual life of students and cultivate students’ cultural awareness.