Research On High School Physics Teaching Based On STSE Educational Philosophy To Cultivate Students’ Scientific Attitude And Responsibility

The proposal of "core literacy in physics" means that the requirements of high school physics for students’ learning outcomes are becoming more and more comprehensive and diverse.Different from the concept of test-taking teaching that pays more attention to students’ test scores,the "core literacy of physics" is more in line with the requirements of the fundamental task of "cultivating people with virtue".As a "scientific attitude and responsibility" under the dimension of "core literacy of physics",it aims to enable students to form the intrinsic motivation to explore nature,scientific attitude and abide by ethics on the basis of understanding the relationship between the four factors of science,technology,society and environment,and develop a sense of responsibility to protect the environment and promote sustainable social development.However,due to the constraints of teachers’ teaching philosophy,utilization of teaching resources and students’ existing literacy level,the formation of students’ "scientific attitude and responsibility" literacy is difficult.STSE(Science,Technology,Society,Environment)educational concept aims to establish close links between physics and science and technology,production and life and protection of natural environment,form an education and teaching system,and rely on this system to enable students to form a high-level scientific attitude,innovative practice spirit and a sense of responsibility to promote sustainable social development.The STSE education concept is highly consistent with "scientific attitude and responsibility" in terms of connotation,responsibility comparison,overall connection and function.Based on this,a research on high school physics teaching based on STSE education philosophy to cultivate students’ scientific attitude and responsibility is proposed.The paper determines the theoretical basis of the research through literature reading,defines the relevant concepts,and determines the research content by analyzing the current research situation at home and abroad.Subsequently,a questionnaire was sent to students and physics teachers in a high school to understand the application of STSE educational philosophy and the actual situation of "scientific attitude and responsibility" literacy training.Through the collation and analysis of the questionnaire results,a teaching process based on STSE education philosophy to cultivate students’ "scientific attitude and responsibility" is designed.Comparing the corresponding chapters in the 2019 edition of the high school physics textbook and the textbook "Principles and Problems of Physics",STSE educational resources were determined to be used as teaching resources in teaching design from the aspects of columns,text and exercises.Finally,relying on the teaching practice of a high school practice school,the practical results show that after integrating STSE education concept into the high school physics classroom,the literacy level of students’ "scientific attitude and responsibility" is generally improved.The specific working situation is as follows:1.Consult STSE education,"Scientific Attitude and Responsibility" and high school physics education related literature,master’s thesis and pedagogy books,understand the development history,concept,connotation and research status of STSE education at home and abroad,and find and analyze the difficulties in the formation and improvement of students’ "scientific attitude and responsibility" literacy under the current research status.It has defined the concepts of "STSE education","core literacy of physics" and "scientific attitude and responsibility",relying on materialist dialectical epistemology,constructive theory,scientific sociology theory and "General High School Physics Curriculum Standards" as the theoretical basis.2.In order to clearly understand the application of STSE educational philosophy and the actual situation of students’ "scientific attitude and responsibility" literacy cultivation,teachers and students were written respectively,because the questionnaire in this study is a non-scale questionnaire,so the expert demonstration method was used to test the reliability of the questionnaire design,and after two rounds of expert argumentation,the five-dimensional student questionnaire and the four-dimensional teacher questionnaire content were finally determined(see Appendix 1 and Appendix 2).The questionnaire only investigates objective reality,so the selection of questionnaire dimensions and indicators is carried out around the purpose of the survey.Through the analysis of the questionnaire results,the conclusion that students’ "scientific attitude and responsibility" literacy level needs to be improved from three aspects: students,teachers and schools,and pointed out the direction for the next research work.3.Based on solving the problems arising in the questionnaire results,a teaching process based on STSE education philosophy to cultivate students’ "scientific attitude and responsibility" was designed.Then,from the three dimensions of columns,text and exercises,the STSE education content in the corresponding chapters of the 2019 Teaching Edition and the American High School Physics Textbook "Principles and Problems of Physics" is compiled as a teaching resource for cultivating students’ "scientific attitude and responsibility" based on STSE education philosophy.4.The experimental group and the control group were tested before and after by experimental method.From the first monthly examination results and students’ existing "scientific attitude and responsibility" level,through SPSS analysis tools,on the basis of no significant difference between the two groups of results,the teaching design and teaching practice are prepared from the starting point of cultivating students’ "scientific attitude and responsibility".After the implementation of teaching,the post-test was again conducted for the results of the second monthly examination and the "scientific attitude and responsibility" level of the students after the teaching influence,and the results showed that the post-test level of the experimental group was significantly improved.Therefore,it is effective to cultivate students’ "scientific attitude and responsibility" based on the STSE educational philosophy.