Research On The Strategy Of Using The History Of Physics To Cultivate Scientific Thinking In High School Physics Teaching

The Physics Curriculum Standards for High School(2017 Edition Revised 2020)emphasizes that the teaching of high school physics should focus on the cultivation of students’ scientific thinking skills.With the continuous implementation of the new curriculum reform,the cultivation of scientific thinking has become a widespread concern in the field of education in China,and it has also become a challenge in teaching implementation.A large literature review reveals that researchers have a high level of agreement on the use of the history of physics to develop students’ scientific thinking skills in teaching,but there are often certain difficulties in actual teaching.In this paper,a series of studies have been conducted to address this paradoxical point,and the specific results are as follows.(1)With the help of literature method to understand the domestic and foreign research on scientific thinking cultivation,discussed the importance of cultivating scientific thinking,and determined the content and methods of this study.(2)After the literature study,we analyzed the key points of scientific thinking cultivation and the integration of the history of physics into teaching,and then designed a questionnaire from the dimensions of cultivation status,recognition,and difficulties,and distributed it to front-line teachers.After collecting and sorting the results,five teaching suggestions for using the history of physics to cultivate scientific thinking were proposed based on the SWOT analysis method.(3)Based on educational theories,the basic principles to be followed in teaching using this study were proposed,considering the nurturing value of the physics curriculum and the students’ stage characteristics.Five classroom teaching strategies for using the history of physics to cultivate students’ scientific thinking are proposed from the perspectives of the four elements of scientific thinking,students’ cognitive laws,and the general process of physics classroom teaching,combined with the presentation of the history of physics.The proposed strategies were fully integrated with the teaching objectives,students’ cognitive status,and textbook content,and two teaching cases were designed.(4)To better test the effectiveness of the teaching strategies,a controlled study was conducted using the scientific thinking test scale using the teaching experiment method.The results of the pre-test showed that there was no significant difference in scientific thinking ability between the experimental class and the control class,and the conditions for teaching practice were available.The experimental class used the history of physics as the teaching intervention,while the control class continued the traditional teaching method.After about 8 weeks,the post-test was conducted.The results showed a significant difference in scientific thinking ability between the experimental class and the control class,indicating that the experimental class’ s scientific thinking ability was significantly improved after teaching intervention compared to the control class.A gender difference test on the pre-test and post-test data of the experimental class revealed that the gap between boys and girls in the experimental class was significantly reduced after the implementation of the intervention,and there was no significant difference in performance.In summary,the reasonable use of physics history materials in high school physics teaching helps students develop scientific thinking skills,while this teaching method is more suitable for the development of scientific thinking skills of both boys and girls.