Modern physics education in China began at the end of 19, but it has a history of 100 years. However, China is an ancient civilization in the world, with a long history and splendid culture, including rich physical knowledge and skills and skills in using physical knowledge, which are the characteristics of the history of Chinese physics education. At the same time, 100 years, China's physics education has been developing on a tortuous road. Studying and studying the history of Chinese physics education can help us understand China's ancient physics knowledge and related teaching theories, and also learn the rigorous attitude of Chinese physics educators in research and teaching, as well as their dedication to self-improvement and the spirit of fighting for the development and prosperity of Chinese physics education. The history of Chinese physics education, as a branch of China's education history, not only has the commonness consistent with the history of China's education development, but also has its unique personality, and its content is quite rich and complicated. Therefore, to study the history of Chinese physics education, we must scientifically sort out, analyze and summarize the evolution, events and figures of the development of Chinese physics education under the guidance of Marxism-Leninism and Mao Zedong Thought. We should not only show the historical process of the development of physics education, but also explore the theory and law of the development of physics education. For example, under the impetus of production and the influence of social economy, politics, science and technology, how can physics education develop, react to production and affect all aspects of social life? How did physics education flourish and stagnate and decline in different social systems and historical periods? How the guiding ideology, teaching theory, teaching content, teaching methods and educational measurement and evaluation of physics education are put forward, evolved, inherited and innovated; How to compare and demonstrate different educational viewpoints, different teaching theories and different teaching methods in physics education in order to achieve the purpose of mutual promotion, identification and sublation; How the thoughts, personalities, educational viewpoints and research methods of physics educators affect the success or failure of their physics education, and so on. This book only discusses some problems in the history of Chinese physics education.

The history of Chinese physics education is an educational science that has just emerged in the process of the development of physics education reform to a new breadth and depth. With the deepening and maturity of this research work, it will play an increasingly active role in the reform of physics education.