Nowadays, a basic trend of science and technology development is the socialization of science, which permeates almost every corner of social life. This requires a large number of scientists and technicians who understand and contribute to society. Therefore, infiltrating science, technology and society (hereinafter referred to as STS) education into junior high school physics teaching and organically combining physics knowledge teaching with STS education is one of the important ways to promote junior high school physics teaching reform and cultivate high-quality talents for the country. Since 1994, under the leadership and guidance of the provincial teaching and research section, our city has carried out the special research and experiment of "combining physics teaching with STS education in junior high school" and achieved certain results. Let's talk about our exploration and experience in the past two years. First, the practice of research and experiment (1) defines the purpose and task of STS education in junior high school physics teaching. STS education was first put forward by some developed countries in the 1920s and 1930s. Its basic theory holds that science is recognized by most people through its theory and application, and is popularized in social life. In the process of discussing practical problems, students should try their best to let them know and master scientific knowledge, and try their best to let them understand and know scientific concepts and laws in the actual situation created. The basic characteristics of this educational theory are: attaching importance to the application of scientific knowledge in social production and life, emphasizing the practicality and social value of basic theories, emphasizing the modernization and socialization of teaching content, and paying attention to students' learning from practical problems. Physics is a basic subject in natural science, which is closely related to natural phenomena, production and life. The development of science, the progress of technology and the solution of some major social problems are all inseparable from physical knowledge. The first article of the teaching purpose of "Nine-year compulsory education junior high school physics syllabus" clearly points out: "Guide students to learn the preliminary knowledge of physics and its practical application, and understand the important role of physics knowledge in improving people's lives, promoting scientific and technological development and socialist construction." In fact, the goal of STS education in junior high school physics teaching has been made clear, that is, in junior high school physics teaching, students should not only master the basic knowledge and skills of physics, but also understand the practical value of these knowledge, know how to treat and apply these knowledge in society, cultivate students' scientific awareness, technical awareness and social awareness, so that a new generation of citizens can form values about the unity of science and technology with human welfare and social development, and they can promote the progress of science, technology and society. In order to achieve these basic goals, the task of STS education in junior high school physics teaching is obviously broader and more complicated than the traditional teaching of physics knowledge and skills. Combining junior high school physics textbooks with students' reality, we think that the main tasks of STS education include: 1. Strengthening the understanding of modern physics knowledge and cultivating its values. 2. Cultivate students' ability to apply knowledge correctly. 3. Cultivate students' scientific and technological inquiry ability and innovation ability. 4. Correctly handle the relationship between science and technology and society on some major social issues (such as energy and environmental protection). (2) Reasonable selection and organization of teaching content of STS education According to the objectives and tasks of STS education, we believe that the main content of STS education in junior high school physics teaching should be the content of close integration of physics knowledge with science, technology and society. Generally speaking, the teaching content of STS is reasonably selected according to the following four principles. 1. moderate, that is, according to the junior high school physics syllabus and teaching materials to choose. Some modern science and technology involve profound knowledge, so we can't blindly seek perfection in teaching. Instead, we should choose some contents that are closely related to the teaching content and adapt to it, so that the depth and breadth are appropriate. 2. Adaptability, that is, the selected STS teaching content must adapt to students' knowledge level, thinking ability and social life, and must conform to the characteristics of physics, so that the characteristics of the subject can adapt to modern science and technology. 3. Appropriate amount, that is, the selected STS teaching content, must be organically combined with knowledge teaching and synchronized with the teaching content. 4. Practicality, that is, pay close attention to the reality of students' daily life and hometown construction. The selected teaching content can improve students' ability to apply knowledge in teaching and is conducive to cultivating students' innovative ability. According to the above principles, we believe that STS education in junior high school physics teaching mainly includes the following aspects: 1. The new development, achievements and achievements of modern physics science and technology. Such as new batteries, superconductors, lasers, modern space technology and modern information technology. 2. Knowledge and skills closely related to industrial and agricultural production. Such as the comprehensive utilization of solar energy, buoyancy and shipwreck salvage, the acquisition of low temperature and its application in medicine. 3. Knowledge and skills closely related to family and social life. Such as refrigeration equipment, safe use of electricity, transformation of household stoves, improvement of fuel utilization rate, installation of lighting circuits, repair of various household appliances, self-made experimental instruments, etc. 4. Some major social problems. Such as environmental protection, energy crisis and noise pollution. How to organize these contents into teaching practice? In teaching practice, we adopt the method of infiltrating STS education into physics knowledge teaching, compiling other STS teaching materials and offering special STS education activity classes, so that junior high school physics teaching and STS education can be organically combined to form a whole. The specific way is: 1. Pay attention to the organic infiltration in the classroom. That is to say, teachers should carefully analyze and study the knowledge points of each chapter, fully tap the STS education factors in the teaching materials, find out the infiltration points, rationally organize the infiltration contents, design the infiltration methods and ways, and compile the "series table of combining physics knowledge teaching with STS education in each chapter" for teachers to implement purposefully and planned in teaching. For example, the content of STS education in the third chapter of the second volume of junior high school physics "the use of internal energy and heat engine". 2. Write STS teaching materials and STS educational activities teaching plans. In order to let students receive more STS education, broaden their horizons and broaden their knowledge, we have compiled STS teaching materials according to the contents of the teaching materials and local conditions. For example, organize experimental teachers and relevant experts of the Association for Science and Technology to compile the application of solar energy in highway construction, refrigeration technology, computer introduction, modern communication technology and so on. These textbooks generally take the form of lectures on scientific and technological knowledge and students' extracurricular reading. At the same time, we also use the time of extracurricular scientific and technological activities to set up special STS education activity classes and prepare teaching plans for the activity classes. For example, "Installation and Troubleshooting of Lighting Circuits" was written. (3) Try to explore the teaching methods of STS education. Because STS education is a new teaching mode different from traditional education, its teaching method should also have new and unique requirements, mainly emphasizing two points: 1. Let students get in touch with the reality of social life related to science and technology as much as possible, and learn physics knowledge in the background of social life. 2. Emphasis on participation requires students to participate in life and production through various channels, and actively learn physics knowledge in the practice of social life, thus cultivating students' inquiry ability, thinking ability and decision-making ability. In teaching practice, we generally adopt the following six teaching methods according to the teaching content of STS education and students' reality. 1. Question inquiry method. In the process of teaching, a series of practical problems raised by students' daily life and industrial and agricultural production are closely combined to guide students to explore according to their original knowledge and life experience, and finally solve the practical problems raised. For example, when we talk about "atmospheric pressure", we will first ask such a question: Why can rubber suction cups be used to dredge sewers? Why can a plastic sucker with a hook hang heavy clothes? Through these two questions, stimulate students' interest in knowledge exploration, let them take the initiative to learn knowledge, and then apply what they have learned to solve the problems raised by teachers. 2. Problem discussion method. Teachers put forward a social problem for students to discuss according to what they have learned, and cultivate students' ability to apply physics knowledge flexibly to solve practical problems. For example, after "inertia", the teacher asked the following questions: What are the main causes of traffic accidents? What effective measures can we take to avoid traffic accidents? Let the students fully discuss and seek the best solution to the problem. 3. Field investigation. Ask students to observe on the spot. Increase their scientific knowledge and skills through investigation and enhance their sense of social responsibility. For example, after students are required to learn how to use electricity safely, they should investigate the cases of violating the safe use of electricity at home and nearby and the serious consequences, and propose solutions. After studying the utilization of internal energy and environmental protection, let students go to nearby factories and rural areas to investigate environmental pollution problems and put forward improvement measures. After learning noise, organize students to experience and investigate the serious consequences of noise in woodworking workshops, and help carpenters put forward effective measures to reduce noise. 4. Decision simulation method. Let students play the role of decision makers on a social problem, apply what they have learned and put forward solutions, so as to cultivate and improve students' ability to solve personal and social problems by using scientific knowledge. For example, after learning about the change of physical state, the teacher contacted the local metallurgical ore waiting to be developed, and asked the students to play the role of 2 1 century engineers and design a modern smelter. The students made bold designs and ideas on how to choose the site, how to reduce all kinds of pollution, how to comprehensively utilize waste gas and waste, and how to improve the economic benefits of the factory, which improved the students' ability to correctly apply knowledge and make decisions. 5. Experimental operation method. In the teaching process, give students as many opportunities as possible to use their hands and brains, and let students design their own experimental schemes and operations to solve a practical problem. For example, after learning the application of density knowledge, students are required to identify whether a small handicraft is pure gold through experiments. Students need to design an experimental scheme first, then operate it, and then discuss how to identify and compare which experience is the most reliable. 6. Data analysis methods. Physics and mathematics are closely related, so we should pay attention to guiding students to compare and explain a practical problem through quantitative calculation and data analysis. For example, after learning buoyancy, you can ask a question: what size buoy should you choose to salvage a sunken ship? Instruct students to complete the calculation. For another example, after learning to use electricity safely, students can be guided to judge whether the total power in household appliances is too large and whether electricity is safe by comparing the power of household meters with the total power of all household appliances. (D) Flexible use of a variety of teaching forms and means. The teaching form depends on the teaching content. STS teaching involves three aspects: science, technology and society, with a wide range of contents, which determines that STS teaching forms and means must be diversified, and it is necessary to break through the closed classroom mode and implement open teaching. In teaching practice, we mainly adopt the following four teaching forms and means. 1. organically combine students' classroom experiments with extracurricular small experiments, actively carry out extracurricular small experiments, small inventions and small production activities, and cultivate students' practical and creative abilities. For example, guide students to make pinhole camera, periscope, parallel light source, small scale, measuring cylinder, lever, submarine and other experimental instruments or models with waste materials; The original experimental device was reformed and innovated. In the past few years, we have made more than 2000 kinds of small instruments and models. 2. Flexible application of modern propaganda tools in STS education. For example, organize students to pay attention to collecting the latest scientific and technological development trends in newspapers and magazines; Guide students to often listen to radio and watch scientific and technological programs on TV at home, such as Science and Technology Times, Science and Technology and Life, etc. Organize students to write papers such as Science and Technology Times, Science and Technology and Life, and hold Junior High School Physics STS Newspaper regularly to broaden students' horizons and enrich their scientific and technological knowledge. 3. Set up practical activity classes, organically combine theory with practice, and cultivate students' awareness of science and technology, innovation and practical ability in the activities. For example, after learning to use electricity safely, organize students to install lighting circuits and eliminate lighting circuit failures. After learning camera, organize photography knowledge lectures and photography practice activities. After learning density knowledge, organize students to select seeds with salt water or muddy water. 4. Establish a social practice base to provide students with more opportunities to understand society, apply knowledge to society and serve society. According to STS teaching content and local reality, we have established five kinds of activity bases: (1) The popular science education activity base is established in the municipal science and technology museum, which is mainly used for popular science lectures and exhibitions. (2) There are paint factories, special cement factories, paper mills and wood processing factories. Carry out environmental education activities in the base, so that students can personally experience the harm caused by air pollution, water pollution, noise pollution and solid waste pollution, and enhance their sense of social responsibility. (3) Energy education activity bases include solar energy and far infrared comprehensive heating asphalt devices, biogas prefabricated plants, etc. Let students know about the utilization of various energy sources and learn to develop new energy sources. (4) There are various types of repair departments in the training operation base, so that students can learn the operation technology of workers' masters and conduct practical operation training on the spot. Second, the effect of research and experiment; In the past two years, on the basis of improving students' quality, we have adopted the above methods and measures to implement STS education and achieved remarkable results. Specific performance in the following aspects. (A) through STS education, students' understanding of modern science and technology has improved. In STS education, by guiding students to learn the new development, new achievements, new technologies and important applications of modern science and technology, students can realize that modern life cannot be separated from modern science and technology. The sample survey shows that students' interest in learning modern science and technology has obviously improved, and more and more students are concerned about modern science and technology information and social hot issues. (2) Through STS education, students' sense of social responsibility is enhanced. In STS education, students are exposed to some major social problems, such as environmental protection, energy crisis, noise pollution and so on. Let students realize that the rapid development of modern science and technology has also brought some serious social problems, thus enhancing their sense of social responsibility. For example, a classmate wrote in the article "Design and Conception of Smelter": "The smelting industry should not only be comprehensively utilized, but also reduce environmental pollution. The smelter must be built away from high-rise residential areas, air filters should be placed in tall chimneys, and flowers and trees should be planted around the smelter to prevent smoke from polluting the air. " This shows that students' social consciousness and sense of social responsibility have been significantly enhanced. (3) Through STS education, students' ability to apply physical knowledge to solve practical problems has been improved. In STS education, by guiding students to pay attention to the connection between industrial production and daily life, students can learn the practical application of knowledge at the same time, which changes the past tendency of attaching importance to theoretical knowledge and neglecting practical application, improves students' ability to correctly apply knowledge, and makes students willing to apply physical knowledge to practice and innovate. For example, some students can help families choose suitable water lifting equipment; Some students can design and improve their own stoves to improve thermal efficiency and save fuel; Some students can come up with scientific methods to save electricity for their families. In the national junior high school applied physics knowledge competition held every year, the students in the experimental class scored significantly higher than those in the control class. Through STS education, students' practical ability and innovative ability are cultivated. In STS education, students' practical ability and innovation ability are obviously enhanced by carrying out various extracurricular practical activities, such as small experiments, inventions, small productions, small papers and extracurricular practice. In the past two years, only students from an experimental school in Dangyang Yuquan Middle School have made more than 20 kinds of small productions, totaling more than 1300 pieces, done more than 70 small experiments, written more than 800 small papers, and their scientific papers have been published in newspapers and periodicals many times. A female classmate, who used to be the least hands-on, improved her hands-on ability by participating in extracurricular practical activities. Her "Music Doorbell" and "Buzzer" participated in the city audio-visual education exhibition.