Practice And Application Of Integrating Physics History Into High School Physics Teaching From The Perspective Of Literacy

At present,the new curriculum reform advocates the implementation of the concept of core literacy,the implementation of quality education,the cultivation of comprehensive and sound new compound talents to meet the needs of lifelong development and the times,and the steady promotion and practice of the fundamental task of moral education.As an important material for describing the development of science in physics,the history of physics plays an important role in educating people in physics.It is an important branch that cannot be ignored in physics.It should be fully valued and utilized in physics classroom teaching,so as to realize the cultivation of four-dimensional subject teaching objectives,so that students can thoroughly grasp the concept of physics,form scientific thinking,improve scientific inquiry ability,and develop scientific attitudes and responsibilities.In order to change the traditional physics teaching only pay attention to knowledge teaching,and ignore the important scientific methods and the important educational value of humanistic quality hidden in the history of physics,so in physics teaching should fully tap and penetrate the beneficial nutrients in the history of physics,in order to promote students 'understanding of the development,formation and establishment process of physical concepts and laws.This paper is based on the practice and application of physics history in high school physics teaching from the perspective of core literacy.After collecting and consulting a large number of relevant literature,this paper will start the research from the following five parts.The first part expounds the background of this study,discusses the research status of physics history teaching and core literacy training at home and abroad,further clarifies the research purpose and significance,and briefly summarizes the research content and research methods.The second part is on the basis of the first part,according to the characteristics of physics and physics teaching practice,combined with the relevant theoretical knowledge of educational psychology,sorting out the relevant theoretical basis for this topic,respectively,constructivism learning theory,education repeat theory,HPS education theory,humanistic learning theory four parts,and the“core literacy ”,“core literacy of physics”,“history of physics”,“ideological and political”concept definition.The third part is based on the students' questionnaire survey and teachers 'interview,in order to understand the students' cognition and preferences of the history of physics,and the current situation of the cultivation of the core literacy of physics.The second part is to master and understand the teachers ' views,attitudes and suggestions on the content of the history of physics in physics teaching,as well as the processing methods,implementation modes and strategic means of the history of physics in the process of teaching implementation.Finally,the results of the questionnaire interview are summarized.The fourth part is based on the specific situation of integrating the history of physics into teaching,and puts forward the corresponding teaching principles and teaching strategies to better guide the integration of the history of physics into teaching.Finally,on the basis of HPS education theory,it puts forward the integrated innovation model of integrating the history of physics into teaching with the ideological and political consciousness of Munch-Osborne.and on this basis.Based on the teaching mode and strategy of the integration of physics history into ideological and political consciousness,this paper makes a teaching case analysis of the two sections of“polarization of light”and“free falling body movement”.The fifth part makes a summary and reflection on this topic at the end of the article,analyzes and comments on the defects and shortcomings of the study,and makes a future prospect of the implementation strategy and mode means of the integration of physics history teaching.