| In order to adapt to the new requirements of the times,countries around the world are striving to study the issue of core literacy.In China,the study of core literacy of physics has emphasized the cultivation of scientific attitudes.However,there are few studies on what scientific attitudes are and how to cultivate them.At present,there are various definitions of scientific attitudes in the relevant literature,and there are different opinions.This makes it difficult to carry out relevant research smoothly.On the basis of previous studies,this article refers to the educational programmatic documents of various countries,extracts several dimensions of scientific attitudes that are well-accepted and conform to the psychological characteristics of attitudes,and explains the connotations of these dimensions according to the psychological characteristics of attitudes.At the later stage of the study,correlation analysis was conducted on these dimensions via statistics to make appropriate adjustments.This part is the basic work of the study and the cornerstone of the entire paper.At the same time,this article,combined with face-to-face in-depth conversations with students,concludes the psychological process of cultivating scientific attitudes with reference to the psychological law of attitude formation and establishes a training method based on“immediate and appropriate feedback on behaviors corresponding to scientific attitudes”.Besides,this article analyzes the relationship between the features of scientific inquiry and the psychological process of the formation of scientific attitudes,discovering that several key elements in inquiry-based teaching are the best carriers for fostering scientific attitudes in different dimensions.These elements make it possible to bring about corresponding behaviors of scientific attitudes,thus providing opportunities for the feedback.Based on this,this study also predicts and designs the behaviors of scientific attitudes in different dimensions,explains the methods of feedback respectively and expounds what is effective and appropriate feedback,providing significant references for the follow-up research in terms of the design of teaching practice.Putting forward a set of principles and strategies,which are supplemented by a large number of teaching cases and practices,for cultivating scientific attitudes in the activities of inquiry-based physics classes,this article is closely related to practical teaching.Although the elements of scientific inquiry are the best carriers for the cultivation of scientific attitudes,it is necessary to consider issues such as teaching content and the analysis of the students in order to fully integrate the cultivation of scientific attitudes into the inquiry-based teaching activities in practical teaching without burdening teachers and students with additional tasks.Therefore,this paper elaborates the principles of cultivating scientific attitudes.Meanwhile,it should be noticed that bringing about corresponding behaviors of scientific attitudes requires special teaching strategies.Therefore,this study focuses on the design of teaching activities for students and formulates teaching strategies which are easy to carry out based on cases in practical teaching,providing itself with practical value.Finally,considering regional cultural differences and various definitions of scientific attitudes,and with reference to the formation,contents,and testing process of the world-renowned scientific attitude scales,this paper designs a scientific attitude scale,analyzes,tests and modifies it in accordance with modification procedure,measures it in practical teaching and finally obtains a scale of reliability and validity,providing itself with empirical support.In conclusion,this paper is supported by rigorous theories and empirical data.It is also practical and fills the gaps in related fields,providing effective tools and theoretical and practical support for follow-up research. |
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