The Teaching And Practice Of Aesthetic Education Are Permeated In Physics Teaching In Senior High School

In this thesis,we discuss the theoretical basis of the teaching and practice of penetrating aesthetic education in high school physics teaching in view of the question of how to effectively penetrate aesthetic education in high school physics teaching.The learning theory of "learning from doing",Maslow's humanistic learning theory,Piaget's constructivist learning theory,and "life education" learning theory are collected through questionnaire surveys and interviews to penetrate the existence of aesthetic education in high school physics teaching The problem was found to be mainly manifested as: students 'lack of interest in physical learning,lack of feelings about the beauty of physical learning,weak teachers' awareness of aesthetic education,lack of teachers 'knowledge of aesthetic education,neglect to set up aesthetic education courses,lack of aesthetic education in subject teaching,and aesthetic education did not have the same moral education There are eight aspects such as integration and the school's lack of attention to aesthetic education.Aiming at the problems in the investigation of the current situation of penetrating aesthetic education in high school physics teaching,we have also studied the goals and principles of penetrating aesthetic education in physics teaching and the ways and strategies of how to effectively penetrate aesthetic education.The major strategies are: pay attention to the teaching concept of aesthetic education,create a beautiful teaching environment,optimize the design and infiltrate aesthetic education,enhance teachers' ability of aesthetic education and enhance the psychological experience of beauty.The outstanding work of this thesis includes: combining students 'actual life and students' age characteristics,we have constructed a series of teaching activities that students like to see and hear.In these teaching activities,we focus on constructing an aesthetic education environment so as to enhance the students while teaching physics knowledge Perception of beauty,learn to absorb the experience of beauty,inspire students to create the potential of beauty and guide students to look at beauty dialectically,students are influenced by beauty in a subtle way,and promote the comprehensive and healthy development of students.At the same time,we have designed a series of interesting physics experiments that are popular among students,such as: "Mixed water in the cup of magic plastic bag","The weak girl in the relationship of joint force and component force picks two strong men,etc.";we also A series of high school physics teaching aids have been developed,such as: "time tunnel of electromagnetic damping","magic trajectory of charged particles","direction determination device of friction",etc.Next,we designed three teaching cases focusing on penetrating aesthetic education.They are: "Static Friction" teaching design case,"Free Falling Motion" teaching design case,and "Parallel Quadrilateral Rule of Force" teaching design Case.Finally,the "equal group pre-test-post-test experimental design model" was adopted to conduct an educational experiment on the "teaching and practice of penetrating aesthetic education in high school physics teaching" proposed in this paper.The results of educational practice show that: The teaching strategy of "effectively infiltrating aesthetic education in high school physics teaching" can not only effectively inspire high school students 'interest in physics learning,aesthetic awareness and ability,but also have an important role in cultivating high school students' beautiful ideological morality and good quality.