Practical Research On Cultivation Of Scientific Essence View In Junior Middle School Physics Teaching

The reform of science curriculum in compulsory education emphasizes the improvement of students' scientific literacy,the process of students' study,and helps students understand the scientific essence.Therefore,the teaching of scientific essence has important implications for the current curriculum reform.In recent years,the problem of classroom teaching based on the scientific essence view has aroused widespread concern.The aim of the teaching of scientific essence is to promote students' understanding of the nature of science and improve their scientific accomplishment through the teaching behavior of teachers.But at present,most scholars still stay in the theoretical research of the teaching of the essence of science,the empirical research is relatively few,and the concrete influence of the teaching of the essence of science on the students is not clear.This research is based on psychology,education Based on the theories of learning,philosophy of science and so on,this paper adopts the methods of literature research,questionnaire survey and experimental research to carry out the practical research on the view of scientific essence in physics teaching in junior high school,in order to help teachers to better carry out the teaching of scientific essence.On the basis of analyzing the present situation of the teaching research on the nature of science at home and abroad,this article through the questionnaire investigation and the case interview to the students to understand the current junior high school students' understanding of the nature of science,combined with the survey results and in the collection,Based on the analysis of relevant literature,this paper puts forward the teaching objectives and strategies of materializing the nature of science.Then,under the guidance of these strategies,three concrete teaching cases are designed and implemented in practical teaching.Two similar classes in the third year of junior high school were studied,one as experimental class and the other as control class.In the experiment,the experimental class adopts the explicit science essence teaching,and the control class adopts the routine class.In the classroom teaching,the students are tested before and after the scientific essence view by means of the self-compiled “the formative assessment of the scientific essence view” and “the questionnaire of the junior high school students' scientific essence view”,and the data are analyzed by the SPSS,Excel software.In order to test the effectiveness of the teaching of scientific essence,we compare the change and concrete embodiment of the students' view of scientific essence between the experimental group and the control group.Practical research shows that the use of explicit scientific essence teaching in junior middle school physics teaching is helpful to promote students' view of scientific essence,especially the “relativity”,“creativity”,“non-fixed nature”,“non-authority” of students' view of scientific essence.“Science and technology”,“science and society” and other factors have obvious influence.Finally,the paper summarizes the problems encountered in this study and the conclusions obtained after practice,reflecting on the shortcomings of the paper,with the intention of deepening and perfecting the practice of teaching based on the view of science essence in the further research in the future.