First, the connotation and classification of physics curriculum resources
Curriculum resources are relative to courses, and any course is based on certain curriculum resources. Without curriculum resources, there is no curriculum. In the implementation of the new curriculum, curriculum design is an indispensable link. Because curriculum design is influenced by the designer's choice of material basis or key materials, curriculum resources become the basis and basis of curriculum design. At the same time, choosing resources as the foundation and basis of curriculum design itself also reflects the designer's certain value tendency, which directly affects the implementation and evaluation of curriculum. Therefore, we believe that curriculum resources are the sum of all available human, material and natural resources in the whole process of curriculum design, implementation and evaluation. Including teaching materials and various resources in schools, families and society that help improve students' quality. Curriculum resources are not only the carrier of knowledge, information and experience, but also the medium of curriculum implementation.
Physics curriculum resources can be divided into literal physics curriculum resources, multimedia physics curriculum resources and physical physics curriculum resources according to their presentation methods [2]. Textual physics curriculum resources refer to the information provided to students by paper, such as physics textbooks, teaching books for teachers and students, scientific and technological books, various newspapers and periodicals, etc. Multimedia physics curriculum resources refer to all kinds of curriculum resources developed by using modern information technology and network technology, which can not only cultivate students' physical literacy, but also cultivate students' information literacy, such as all kinds of teaching videos, audio-visual CDs, computer teaching software, e-books, electronic periodicals, databases, digital libraries, educational websites and electronic forums, radio and television and other online sports information resources. Physical physics curriculum resources refer to all kinds of natural resources, laboratory resources and materials (such as buildings, machinery, pens, ink, paper, inkstones, etc.) created in the process of human production and life. ) can be used to serve the teaching of physics courses.
Second, the development and utilization of physical curriculum resources
1. Develop and utilize curriculum resources such as textbooks, sci-tech books, sci-tech periodicals and newspapers.
1. Textbooks are very important text curriculum resources for physics courses. However, textbooks are not the only resources for text courses. Schools and teachers should absorb and utilize all kinds of curriculum resources that are beneficial to students' development according to the requirements of physics curriculum standards. Teachers should change teaching materials into practical ones.
2. All kinds of science and technology books are important text curriculum resources for physics courses. Physics teachers should make full use of the school library, guide students to read extracurricular science and technology books effectively, stimulate students' interest and enthusiasm in exploring science, and broaden their knowledge. School libraries should be open to all students and create conditions for students to obtain information.
3. Newspapers and various sci-tech periodicals are also important text curriculum resources for physics courses. Teachers should guide students to pay attention to all kinds of scientific and technological information published in newspapers and periodicals, understand the new progress of science and technology and the challenges brought by problems in social development, so that students will have the courage and ability to cope with such challenges in the future.
4. Television, radio and Internet also have a variety of rich curriculum resources. Sufficient information on the Internet can broaden the horizons of teachers and students and broaden their thinking. Making full use of online sports information resources such as e-books, e-periodicals, e-reading rooms, digital libraries, educational websites and e-forums can greatly broaden teaching space and improve teaching efficiency. Schools should encourage students to obtain information from the Internet and support online communication between teachers and students and between classmates. Teachers should capture and update physics curriculum resources in time to broaden their horizons; Let teachers and students obtain curriculum resources through various channels and ways, and let students truly become the masters of learning.
5. All kinds of textbooks for preparing for exams can also be used as important text curriculum resources for physics courses. However, a considerable part of it is contrary to the concept of curriculum reform. Schools and teachers should screen all kinds of teaching materials according to the concept of the new curriculum.
Second, the development and utilization of laboratory curriculum resources [3]
Experiment is an important link in physics curriculum reform, an important way to implement the objectives of physics curriculum and improve students' scientific literacy in an all-round way, and also an important condition and resource for physics curriculum reform. We should attach great importance to the role of experimental course resources at all times.
1. Open the laboratory to create conditions for scientific inquiry.
The most scientific inquiry in physics course is the inquiry activity carried out through experiments. All kinds of instruments, equipment and models in the laboratory are valuable curriculum resources. Therefore, all schools' laboratories should be open to students, so that students can be familiar with and contact with all kinds of experimental instruments and equipment at any time, so as to choose the appropriate instruments and equipment for scientific experiments.
2. Let each student do it and give full play to the benefits of experimental course resources.
Scientific inquiry is a teaching activity that every student must participate in. Conditional schools strive for a single person and a single table. Everyone thinks with their brains and operates with their hands. Therefore, it is necessary to enrich instruments and equipment and design and organize experimental activities according to the requirements of curriculum standards for scientific inquiry. For example, the research topics of each activity group are different, and different experiments can be done according to different research topics; For another example, experimental activities can be extended to extracurricular activities, even to families, and give full play to the role of laboratory curriculum resources.
3. Advocate to do experiments with daily appliances and enrich the curriculum resources of the laboratory.
The curriculum resources of the laboratory are not limited to the existing equipment in the laboratory, but also the articles and appliances around students are important laboratory resources. Advocating to do experiments with daily appliances is the need to enrich experimental course resources and improve students' scientific literacy in an all-round way. Therefore, the experience of "taking the altar as a tool" is still the basic principle of developing laboratory curriculum resources when implementing curriculum standards.
4. Promote modern technology into physics laboratory.
With the development of modern science and technology and the constant updating of experimental means and equipment, teachers should attach importance to the application of modern technology in physics laboratory, such as introducing sensing technology into the laboratory, measuring and processing experimental data in real time with computers, and analyzing experimental results. It is necessary to speed up the renewal and development of physical experiment means and let students get in touch with modern science and technology in the laboratory.
(3) Accelerate the development of information-based multimedia curriculum resources;
The rapid development of modern information technology and the wide application of network technology provide a large number of extremely rich curriculum resources for physics courses, and also bring new development opportunities for physics curriculum reform. The wide application of information technology in physics teaching will change the structure of school curriculum resources and provide power for the optimization of curriculum resources. The Outline of National Basic Education Curriculum Reform requires "actively utilizing and developing information-based curriculum resources", while the Physics Curriculum Standard puts forward specific requirements and explanations for developing and utilizing information-based and multimedia curriculum resources. Integrating information technology into physics curriculum is not only conducive to students' learning physics knowledge and skills, but also conducive to developing students' ability to collect, process and transmit information, which is also the requirement of physics curriculum standards.
1. Development and utilization of media curriculum resources. Slide shows, wall charts, videos, audio-visual discs and multimedia software are all commonly used curriculum resources. The development and utilization of these resources are conducive to creating physics curriculum situations, enriching physics teaching content, stimulating students' interest in learning and enthusiasm for exploring science, helping students master knowledge and skills, and being educated and edified by emotions, attitudes and values. In the past, multimedia curriculum resources were generally regarded as an auxiliary means of physics teaching, rather than an important curriculum resource. The new curriculum concept holds that these multimedia materials are not only the means of physics teaching, but also important curriculum resources. At present, such curriculum resources are still scarce, lack of planning, and most of them are scattered. Relevant departments, schools and physics teachers should actively participate in the development of multimedia curriculum resources and give full play to the benefits of existing multimedia resources. Strive to realize cross-school sharing of multimedia resources. Where conditions permit, a multimedia curriculum resource library should be established as soon as possible, so as to broaden the sharing channels of curriculum resources between schools and improve the efficiency of use.
2. Television and radio are also important curriculum resources. In particular, China has basically popularized TV, and the scientific and technological information that students get from TV every day is a very important and intuitive curriculum resource. Teachers hope that teachers can capture vivid course information and enrich the content of physics teaching. For example, after the news of the sinking of the Kursk nuclear submarine was broadcast on TV, the physics teacher of a school organized students to explore the possible environmental hazards caused by the sinking of the nuclear submarine, and asked them to design methods for submerging the nuclear submarine and rescuing people. Students personally participate in discussion and inquiry activities. Although their methods are not perfect and some are not feasible, the students will never forget the inquiry process they have experienced.
3. Actively develop and utilize online course resources. The integration of network technology into the curriculum reform of basic education has greatly enriched the curriculum resources, and the Internet has increasingly become an important part of people's daily life. The Ministry of Education started the "school-to-school communication" project, and many schools began to establish or prepare local area networks, which provided unprecedented opportunities for the development and utilization of physics curriculum resources. The use of information-based curriculum resources should enable students to obtain and exchange curriculum information through school databases, local area networks, the Internet and other channels, and conduct scientific inquiry according to the curriculum information collected by students independently, so that students can truly become the masters of learning. Schools and teachers should provide students with indexes of websites and databases according to the topics explored. In order to promote the transformation of physics teaching environment and teaching activities from single media to multimedia; Change from one-way transmission of course information to two-way communication; Change from single learning activity to cooperative learning activity; Change from passive learning to active inquiry learning; From an isolated artificial background to a simulated real background.
(D) Development and utilization of social curriculum resources
Social curriculum resources mainly come from newspapers, television, science and technology museums, museums, public libraries, factories, communities, rural areas, universities and research institutes. In order to make all students receive a good science education, besides the main channel of school education, we should also fully develop social education resources, gradually establish the transformation mechanism of curriculum resources inside and outside the school, and realize the extensive exchange and sharing of curriculum resources.
There are many useful large and medium-sized popular science education equipment in science and technology museums and other venues. Teachers should make full use of these scientific education resources and organize students to visit and study purposefully. This kind of feeling and experience is irreplaceable in classroom teaching.
The development and utilization of social curriculum resources should generally pay attention to the following aspects:
(1) The educational value of social resources. We should choose effective resources and materials to cultivate students' emotions, attitudes and values.
(2) Understand students' interests, hobbies and age characteristics, as well as the existing development foundation and differences. When organizing social practice activities, we should pay attention to adapting to students' hobbies and physiological and psychological characteristics. For example, some factories that produce dangerous goods and have serious pollution are not suitable for students to visit and practice.
(3) Understand what knowledge, skills and qualities students already have. When making a plan, we must understand the knowledge, skills and quality of students, and determine the utilization plans of various natural and human environments, various institutions, production and service units and specialized human resources, so as to make them become the wealth of students' learning and development.
(4) According to the actual situation of all localities and schools, adjust measures to local conditions. What is targeted and adaptable is the development of social curriculum resources.
(5) Establish a mechanism for schools, parents and communities to jointly develop curriculum resources. Encourage students' parents, communities and scientific research and production units near schools to invest in the development of curriculum resources.
Third, the principle of making full use of physics curriculum resources.
The so-called utilization of physics curriculum resources, in essence, refers to fully tapping the educational and teaching value of physics curriculum resources and making it reflected in physics teaching. The effective use of physics curriculum resources needs certain principles to regulate. According to the characteristics of physics curriculum resources, the author believes that the effective use of physics curriculum resources should adhere to the following principles:
(1) scientific principles
The goal of the new curriculum is to better promote the all-round development of students, and adhering to the scientific principle of using physics curriculum resources is one of the basic guarantees to promote the all-round development of students' body and mind. Scientific principles include two parts: using scientific physics curriculum resources and making good use of physics curriculum resources. First of all, the physics curriculum resources used must conform to the objective laws of the development of nature, and based on scientific facts, pseudo-scientific knowledge must be resolutely excluded from the physics curriculum resources. Of course, students should not take an evasive attitude towards some pseudoscience problems encountered during their study, but should guide them correctly and improve their resolution between science and pseudoscience, pseudoscience and pseudotheory. For example, the teaching of music and noise in junior high school, a report on "air pollution caused by bicycles" on Sina. Introduce com for students to analyze and discuss, stimulate students' interest in learning and improve their discrimination against pseudoscience. Secondly, physics teachers should pay attention to students' development and organize various resources to promote students' learning physics courses. The resources used must belong to the "nearest development zone" of students' cognitive development level. Too simple or too abstruse resources are not conducive to physics course learning.
(2) Educational principles
Due to the diversity of physics curriculum resources, different resources will show different educational values, and the same curriculum resources will also show different educational values in front of different physical contents or educational objects. Therefore, the utilization of physics curriculum resources should not only seize the favorable opportunity, but also maximize the educational value of physics curriculum resources. For example, students know that Einstein is a great physicist, so they can introduce Einstein's life story in the introduction to physics class to stimulate students' interest in learning; After entering the study of kinematics, students are often confused about the application of a large number of formulas among time, displacement, speed and acceleration. At this time, Einstein's typical exposition was introduced: "Basic concepts play the most important role in establishing a physical theory. Physics books are full of complicated mathematical formulas, but all physical theories are derived from ideas and concepts, not from formula [5] ",thus guiding students to master the method of learning physics-we should not regard physics learning as a game to deduce physical formulas, but must find out the physical meaning of each physical quantity in the formula and understand the essence of physical phenomena through formulas.
(3) the principle of timeliness
The utilization of physics curriculum resources should also adhere to the principles of the times and effectiveness. On the one hand, under the background of the new curriculum, the development of resources has reached a new height, and various physical curriculum resources have emerged one after another, but only those curriculum resources that can focus on students' future development and keep up with the latest development pulse of physical science and human society are most interested. The birth of some important scientific discoveries will often attract the attention of the whole society, which will create an excellent educational environment for the utilization of resources, and at the same time, these curriculum resources themselves will have great educational value. For example, the application of nanotechnology in real life has aroused great repercussions in society, and various media have reported a lot. Then, in the teaching of length measurement, we can ask some questions that students are interested in, such as how to measure the size of 1 nanometer from the use of vernier caliper and screw micrometer. On the other hand, we should also pay attention to the actual use effect of each kind of physics curriculum resources. It is necessary to combine the local regional characteristics, cultural background and students' personality characteristics, and choose those resources that can bring the greatest effect to students to help them learn physics courses. Only in this way can we teach students in accordance with their aptitude and ensure efficient and meaningful learning.
(4) the principle of pertinence [6]
Generally speaking, each kind of physics curriculum resources has different functions and functions for specific physics curriculum objectives, and different physics curriculum objectives need to use different physics curriculum resources; However, due to the heterogeneity of physics curriculum resources, the same physics curriculum resources can serve different curriculum objectives. Therefore, the development and utilization of physics curriculum resources must be based on the clear objectives of physics curriculum, carefully analyze all kinds of physics curriculum resources related to the objectives of physics curriculum, and understand and master their respective properties and characteristics to ensure the pertinence and effectiveness of utilization. For example, the emergence of the network has brought us rich resources of physics courses, and even some excellent course websites have provided many specific teaching courseware cases. However, we must keep a clear head and not simply adopt "takenism". We must choose those resources that meet the requirements of physics curriculum standards and meet the learning characteristics and level of students for our use. For example, there are two typical courseware when explaining uniform linear motion. One is to take a walking tractor to pull rice on a straight highway as an example, and the other is to take a car driving on the highway as an example. The former is suitable for the teaching of rural schools, while the latter is more targeted at the physics teaching of urban students.
(5) the principle of simplicity
The principle of simplicity in the use of physics curriculum resources means that in the process of using physics curriculum resources, resources should not be simply piled up, but should be carefully selected and used, and strive to reveal as many complex and profound physical essence as possible with the simplest curriculum resources, so as to make students' physics learning process simple and effective. For example, in the special teaching of electrified straight wire moving in magnetic field, students are generally vague about the spatial relationship between wire, magnetic field direction and inclined plane, which leads to the inability to accurately describe the direction of each force on the wire and the motion law of the wire. In this regard, we can ask students to replace the inclined plane with a book (that is, one end of the book can be tilted on the desktop), replace the conductor with a red pen (the direction of the pen tip replaces the direction of the current), and replace the direction of the magnetic field with a black pen (the direction of the pen tip is consistent with the direction of the magnetic field), and then establish the spatial model described by the stem according to the requirements of the stem. On this basis, students can analyze the direction of gravity, support, friction and ampere force. Finally, according to the actual space model, the cross section of force in space is made from different angles, and a kind of complex problems can be solved by means of mechanics, kinematics and Newton's laws of motion. Some of the resources selected here are owned by almost every student. Through my own practice, I found that this method is one of the effective ways to solve students' lack of spatial imagination.