Research On The Implementation Of Ideological And Political Education In High School Physics Teaching

This thesis focuses on the research and exploration of the implementation of curriculum ideology in high school physics teaching,combined with relevant policy documents,using literature research method,questionnaire method,experimental research method and other methods,to investigate the current situation of the implementation of curriculum politics in high school physics teaching,and conducted teacher interviews with a number of front-line physics teachers,and found the following important conclusions: The implementation of curriculum thinking in the teaching of high school physics is still in the embryonic stage of development;The competitive pressure of the college entrance examination is great,the status quo of "only score theory" appears,teachers rarely infiltrate ideological and political education for students in the teaching process,and even if there is infiltration of ideological and political thinking in the process of physics teaching,it only stays at a relatively shallow level;The specific methods of implementing curriculum thinking and politics in high school physics teaching are not well understood,and high school physics teachers are not clear about how to organically integrate into high school physics teaching.Then,we use Dewey’s "learning from doing" learning theory,constructivist theory,humanistic theory,and high school physics curriculum standards,and according to the current existence and actual situation,we discuss the three major goals of implementing curriculum thinking in high school physics teaching: it is conducive to cultivating students’ patriotic feelings;it is conducive to cultivating students’ communist ideals and beliefs;it is conducive to promoting students’ all-round development.At the same time,it is proposed that the implementation of curriculum ideology in high school physics teaching should follow the following four principles: the principle of seeking truth from facts;the principle of selectivity;the principle of conditionality;the principle of studentoriented.Finally,our key work is to use relevant theories and combine the content of high school physics to design 15 micro-cases of curriculum thinking in high school physics teaching from four fields,such as mechanics,electricity,magnetism,and heat,which are: Micro-cases of implementing curriculum ideological politics in the teaching of "particles";Micro-cases of implementing ideological and political education in the teaching of "motion and stillness";Microcases of implementing curriculum ideological politics in the teaching of "uniformly accelerated linear motion";Micro-cases of implementing curriculum ideological politics in "friction" teaching;Micro-cases of implementing curriculum ideological politics in the teaching of "cosmic navigation";Micro-cases of implementing curriculum ideological politics in the teaching of "cutting-edge discharge";Micro-cases of "magnetic phenomenon" Micro-cases of implementing curriculum ideology in teaching;Micro-cases of implementing curriculum ideological politics in the teaching of "vernier calipers";Micro-cases of implementing curriculum ideology in the teaching of "crystal melting";Micro-cases of implementing curriculum ideological and political education in the teaching of "wave-particle duality of light";Micro-cases of implementing curriculum ideological and political education in the teaching of "recoil phenomenon and rocket";Micro-cases of implementing curriculum ideology in the teaching of "transmission of electric energy";Microcases of "electromagnetic waves" Micro-cases of implementing curriculum ideology in teaching;micro-cases of infiltrating ideological and political education in the teaching of "elastic limits";micro-cases of implementing curriculum ideology in the teaching of "movement of planets".These micro-cases have been taught and practiced and have good teaching effects.