Digging Ideological And Political Elements Of Curriculum To Improve The Educational Effect Of High School Physics Experiment Teaching

December 2016,General Secretary Xi Jinping emphasized at the National Conference on Ideological and Political Work in Colleges and Universities: We should adhere to the central link of establishing morality and cultivating people,and carry out ideological and political work throughout the entire process of education and teaching,so as to achieve all-round education and strive to create a new situation in the development of China’s higher education.The high school stage is a critical period for the establishment and improvement of students’ outlook on life,values,and worldview,as well as a transitional period for their gradually maturing personality.The strength and influence of teachers’ own role models are particularly important for guiding students in ideological and political education.However,due to students’ tight schedules,heavy tasks,and limited class hours in ideological and political courses,students’ moral education cannot achieve the expected results,‘Curriculum ideological and political education’,which integrates ideological and political elements into discipline teaching,precisely solves this problem.Discipline teaching can not only achieve the goal of intellectual education,but also achieve the effect of moral education,enabling students to feel the influence of morality while learning cultural knowledge.High school physics experimental courses are the carrier for schools to cultivate students’ moral education.In the experimental classroom,it is not only necessary to cultivate students’ feelings of family,patriotism,ideals and beliefs,sense of social responsibility,and scientific thinking,but also to improve their personal accomplishment and guide them to develop a positive attitude towards life.With the help of relevant pedagogical and psychological theories,this paper summarizes the current research situation of ‘curriculum ideological and political education’ in high school physics experimental teaching by using literature research,questionnaire survey,and interview methods,and defines the concept of ‘curriculum ideological and political education’.This article explores the ideological and political elements of the curriculum contained in some experiments in the high school physics textbook of the People’s Education Edition,and studies the practical path of integrating the ideological and political elements of the curriculum into the high school physics experimental teaching.It elaborates on the excavation of ideological and political points and the treatment of ideological and political elements in detail,and designs the specific implementation path of the ideological and political elements of the curriculum based on the characteristics of high school physics experiments.The thesis mainly excavates ideological and political elements from textbooks,life,and test questions.It adopts the method of imperceptibly influencing,from the outside to the inside;Step by step,moisten things silently;The metaphor of reason in the scenery blends the reason with the scenery;Positive education and adherence to fundamental teaching principles and practical strategies for curriculum ideological and political education are elaborated from three aspects: creating a smart platform,infiltrating physical culture,and improving teaching methods.Combining the psychological development level and moral level of high school students,we skillfully integrate ideological and political elements into the teaching process to enhance students’ moral cultivation,cultivate students’ sense of social responsibility and scientific thinking.Finally,based on the refined ideological and political elements and the practical path of high school physics experiment teaching,a teaching design was carried out using the Human Education Edition high school physics experiment Measuring Speed with a Dotting Timer as an example,and the implementation was carried out for a high school senior one student.The teaching reflection was conducted from both the teacher’s teaching and the student’s learning,which confirmed its feasibility and provided a reference for high school physics experiment teaching.