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On the Necessity of the History of Physics Being Integrated into Physics Teaching in Middle School
Jing Lu
College of Physics and Electronic Engineering Taishan University, Taian City, 271000, China.
Abstract
With the continuous innovation and development of teaching reform, not only the people-oriented teaching concept has been recognized by the public, but also various modes of education and teaching reform have developed vigorously. In this paper, according to the actual situation of the current physics classroom teaching, the interest of middle school students in learning physics and their understanding of physics history are preliminarily investigated and counted, and some basic conclusions are drawn: some extremely bad phenomena and problems exist in the current physics teaching, such as the students interest in learning is not high, the students knowledge of the history of physics is especially poor, and the teachers evaluation of students is not scientific. Interest is the best teacher to teach learning. The history of physics has rich educational value, and the evaluation of education plays a very good role in promoting students learning interest and learning effect. In this paper, the necessity and application of the history of physics in physics teaching in middle school are put forward based on the new physics curriculum standard and the research results of pedagogy and psychology.
Keywords
Curriculum standard teaching material, History of physics, Physics teaching, Learning interest.
- INTRODUCTION
At present, the society is entering a new period. A large number of professional technology and responsible talents are necessary factors to realize the great rejuvenation of the Chinese nation. Only those senior talents who have real scientific knowledge and humanistic knowledge can play a huge role in the development of the country and the rejuvenation of the nation. The fact that the development of science and technology is inseparable from the spirit of humanity has been clearly recognized. In todays science and technology society, the urgent tasks include the dissemination of scientific culture, the integration of science and humanities, and the promotion and transformation of humanistic spirit. In the process of teaching, to improve students mastery of these two spirits by guiding them to learn more scientific knowledge and cultural knowledge has become the main topic in the field of education at present.
In human history and culture, scientific spirit and humanistic spirit are very important [1]. Scientific spirit, created by human beings in the process of pursuing truth in life, is manifested in methodology and world outlook. The so-called humanistic spirit mainly refers to the outlook on life and values that regulate and constrain peoples activities, which is formed in the process of human self-development and improvement in life. Scientific spirit can promote the realization of humanistic spirit, and humanistic spirit can guarantee the correct direction of scientific spirit. As a basic subject, physics is not purely abstract and mathematical, but a lively and interesting subject. Physics should be the combination of humanistic spirit and scientific spirit. However, the education mode of attaching importance to science but not to humanity has been formed in China. As a popular education mode that transcends the traditional mode, it has serious disadvantages. For a long time, Chinas basic education only pays more attention to the teaching of physical knowledge, but seldom to the cultural level of the physical discipline, so that its humanistic value is ignored and there is an extreme development tendency of 'see nothing but people'. In China, the lack of understanding of humanistic education for a long time makes students simply understand the development of physics. As the deepest humanistic spirit of physics can not be embodied, the teaching goal of physics teaching deviates from the direction of socialism aimed at cultivating scientific spirit. In order to make students establish a strict physical logic system, physics teachers spend a lot of time and energy to teach students conceptual physics and knowledge physics. However, the facts are not satisfactory. In fact, what most students need is curiosity and passion for science, understanding and criticism of science and technology and human life, and actively exploring the essence and value of human existence from the relationship between human beings, society and nature, rather than a very profound knowledge base.
- THE THEORETICAL BASIS OF PHYSICS HISTORY BEING INTEGRATED INTO PHYSICS TEACHING IN MIDDLE SCHOOL
Cognitive structure, cognitive development preparation and cognitive style are the main cognitive factors of students. Teachers should first consider the existing cognitive structure of students when teaching physics. In the process of learning, students mastery of new concepts and laws is also a process from scratch to have and from less to more. 'Scientific difficulties that are difficult to be tackled in the history of scientific development are often difficult points in teaching. The key breakthrough in the history of scientific development and the essence of the great contributions of the great masters of physics are the key points in teaching [2].' In the actual physics teaching process, teachers usually follow the arrangement of teaching materials to present the cognitive results of physicists on the physical world directly to students. Under the influence of traditional teaching, the cognitive process which needs students to establish actively has become a passive acceptance process, which is obviously contrary to the cognitive law of students.<!--
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