In order to develop people's education and establish a socialist education system and teaching theory with China characteristics that is in line with China's reality, an upsurge of teaching reform has been set off nationwide from 1958 to 1960, and it has begun to criticize Soviet pedagogy and psychology. During this period, although classroom teaching was despised and productive labor was overemphasized, the so-called "opposition to modern revisionism" was put forward, which completely denied the teaching experience of the Soviet Union, and physics teaching was impacted by the "Left" trend of thought. However, since 1958, the vast number of physics educators have made many independent explorations in the theory and practice of physics teaching, which has played a different role and influenced the development of physics teaching in China, gradually showing and enriching the characteristics of socialist physics teaching in China.
First, comprehensively study the educational theory and teaching methods of the Soviet Union.
In the early days of the founding of the People's Republic of China, the reconstruction of China's physics teaching system and the research and development of physics education theory were carried out on the basis of the new education experience in the old liberated areas, drawing on some useful experiences of the old education and drawing on the advanced experience of the Soviet Union's education construction.
Learning the Soviet experience in physics teaching began with 1948 summer Lushun middle school learning the Soviet five-level scoring method. 1949 In August, the Ministry of Education of the Northeast People's Government tried out the Soviet classroom teaching method and the five-level grading method in Shenyang No.2 Middle School. After liberation, Kailov's Pedagogy was translated and published in Northeast Education in 1950, and the Law of Soviet Teaching was translated and published in March195, so that the learning of Soviet teaching experience developed from methodological imitation to theoretical learning. After that, the domestic educational circles set off an upsurge of learning from Soviet teaching experience, and translated a large number of Soviet educational books and articles on teaching experience. Among them, the number of new and old editions of Pedagogy of Kailov reached about 500,000, so that it was regarded as the representative of Soviet educational thought. In addition, as far as the field of physics education in China is concerned, Znaminski's "Middle School Physics Teaching Method" and Galanin's "Improvement of Middle School Physics Teaching Method" have also had great influence. For a long time, the theory and method of physics education in China have basically followed the system of Kailov's pedagogy, taking Znaminski's middle school physics teaching method as a model. For example, some monographs on middle school physics teaching methods compiled in China during this period, such as Introduction to Physics Teaching Methods (Fang Si 1954), Middle School Physics Teaching Methods (Cai Binmou 1957) and Middle School Physics Teaching Methods (Duan Tianyu 1958), are all based on the Soviet physics education theory in education theory.
1. Educational theory
The research and development of physics education theory in this period basically inherited Kailov's education theory, although it proposed to learn from the advanced experience and education theory of the Soviet Union in combination with China's reality. The transformation and development of the old teaching system and educational theory is mainly based on the experience of the Soviet Union, which is highlighted in the following three aspects:
(1) Strengthen experiments and theories in the process of physics, so that students can firmly grasp the basic scientific knowledge of physics. It is considered that the three standpoints of physics knowledge teaching are observation and experiment; Physical concepts and laws; Induction, deduction and mathematical calculation.
(2) Put forward the technical and educational factors in physics teaching. The importance of integrating theory with practice in physics teaching is pointed out. It is pointed out that physics teaching must be linked with production practice so that students can master advanced knowledge of production principles.
(3) Education and educational significance of physics as a teaching subject. In physics teaching, it is emphasized to lay the foundation of dialectical materialist world outlook for students and carry out patriotism and internationalism education.
These three aspects of physics teaching not only highlight the systematic teaching of scientific knowledge, but also strengthen political and ideological education and implement the educational policy of all-round development. Undoubtedly, it has played a positive role for students to master systematic and consolidated basic knowledge of physics, lay the foundation of dialectical materialism world outlook, cultivate students' ability to apply what they have learned to practical problems, and establish the spirit of patriotism and internationalism. However, in the later stage of implementation, due to over-emphasis on political factors and production technology education, the systematic teaching of physics knowledge was weakened and the all-round development of students was affected.
In the discussion of physics teaching process, the unity of thought and knowledge, theory and practice, knowledge and ability are emphasized. We attach importance to systematic knowledge teaching, experimental teaching, production technology education and skill training in physics teaching, and attach importance to the leading role of teachers. Emphasize the standardization and synchronization of physics teaching. Explain that everything is unified, unified curriculum, syllabus, teaching materials, teaching methods, unified examinations, unified scoring principles and so on. This is good for popularizing education, but it also produces some negative factors. For example, due to overemphasis on the unity of teaching and learning, teachers' leading role is emphasized, while students' main role is ignored; Over-emphasis on the unity of knowledge and ability, emphasis on the imparting of knowledge, and neglect the cultivation of students' ability and intellectual development. The discussion of teaching process emphasizes the guidance of educational theory, opposes the basis of psychological theory, and thinks that psychology is an idealist thing.
The elaboration of physics teaching principles is also based on Kailov's educational principles, and revolves around the "three centers" of classroom, teachers and teaching materials. The following are some teaching principles put forward in the research of teaching theory and physics textbooks in China:
(1) explanation of scientific system;
(2) the acceptability of teaching materials and their explanations;
(3) the intuition of teaching;
(4) Students' consciousness and enthusiasm in mastering textbooks;
(5) the cultivation of teaching;
(6) Combining theory with practice in teaching;
(7) Consolidation of knowledge.
During this period, the theory and thought of physics education in China were basically stable and clear. Many classroom teaching theories still conform to the laws of education, which played a positive role in improving the quality of physics teaching in middle schools during this period. However, I also made some dogmatic mistakes when studying the Soviet Union's physics education theory. First, divorced from the reality of China, mechanically copied some educational theories of the Soviet Union. Second, it also adopted and applied some inappropriate ideas and practices, such as focusing only on the contributions of Soviet physicists, treating psychology as pseudoscience and rejecting all educational theories in capitalist countries.
2. Teaching methods
In physics teaching, according to the classroom teaching structure of the Soviet Union and different teaching contents and requirements, the class types are: lecture (new textbook), experiment, exercise, review, comprehensive and visit. Teaching methods include explaining, speaking, talking, guiding experiments, solving problems and reviewing test results. The choice of teaching methods is based on teaching content, teaching purpose and class type. The central issue in considering teaching methods is what to teach. How to teach? There is little research on how students learn. What can you learn? The teaching process of various courses, especially lectures and experiments, not only follows Kailov's "five links"-organizing teaching, examining questions (introducing new courses), conducting new courses, consolidating knowledge and assigning homework, but also specifies the time required for each link. 1953 the comments made by Pushkin, a Soviet education expert, after observing a class of China students at Beijing Normal University were published in the July and June issues of People's Education, and the Soviet teaching method was fully launched. First of all, all subjects have taken Chinese classes. So at that time, many teachers' lesson plans were written in this way in almost every class, and classroom teaching mechanically followed the "five links" and formed a fixed model. It was very popular at that time. See Appendix 9 for the lesson plans compiled according to "Five Links".
The examination of students' physics scores is mainly studied and determined as a teaching method to measure the teaching effect. The content of the exam is mainly the mastery of knowledge, the description, explanation, problem solving and some simple applications of concepts and laws. Examination methods generally include the following five forms:
(1) Observe students during homework;
(2) Various forms of oral questions;
(3) written test and examination;
(4) experimental work;
(5) Review the students' exercise books.
The score of the exam is based on the five-level scoring system of the Soviet Union instead of the hundred-point system. However, this grading method does not meet the conditions and traditional habits of Chinese teachers. Therefore, in practical application, the percentage system is often adopted or converted into a five-level system first.
Second, the reform of physics education theory and teaching methods
In studying the teaching experience of the Soviet Union, the guiding ideology of emphasizing the combination with China's reality was clear from the beginning. For example, at the first national conference on higher education in June 1950, it was clearly pointed out that "learning the Soviet Union must be combined with the reality of China, otherwise it may become a dogma." "It is absolutely impossible to move hard." However, in order to combine the teaching experience of the Soviet Union with the reality of China, more people stay on slogans and speeches. Whether the actual situation is mechanical copying or it happens too fast, even whoever copies more will be praised. On the contrary, whoever asks questions is regarded as backward. Therefore, after 1956 China's socialist transformation of the means of production was basically completed, the inherent defects of Soviet teaching theory and teaching methods, especially the neglect of developing students' personality and specialty, and the neglect of cultivating independent thinking and creative ability, became more and more exposed. Therefore, after the Central Committee called for opposing dogmatism, in 1958 "Education *", physics education circles also began to explore physics teaching theories and methods suitable for China's socialist construction. In particular, Mao Zedong's philosophical thoughts developed in Theory of Practice and Theory of Contradiction, the educational tradition in the old liberated areas, the outstanding educational theoretical heritage in ancient China, and the experiences created and accumulated by the majority of physics teachers in teaching practice, such as teaching and educating people, learning from each other's strengths, "double-base" teaching, inspiring teaching, step by step, highlighting key points, applying what they have learned, teaching students in accordance with their aptitude, and strengthening practice.
1. Educational theory
During the Great Leap Forward from 65438 to 0958, the so-called "education *" was launched nationwide, and Pedagogy edited by Kailov was criticized as a hodgepodge of "closed education", which turned psychology into pseudoscience. Put forward "practice makes true knowledge", sum up teaching experience from teaching practice, explore teaching rules, and form your own educational theory; Through education *, "new theories of pedagogy and psychology are formed."
The reform of physics education theory is mainly aimed at the problem of "three separations" in physics teaching put forward at that time, that is, separation from politics, production and China reality. It is required to implement the policy of combining education with productive labor and keep up with the pace of the Great Leap Forward. In the discussion of the process and principles of physics teaching, we emphasize the integration of theory with practice, advocate students to go out of the classroom and conduct on-the-spot teaching, put physics teaching classroom in the front line of industrial and agricultural production, and link knowledge with practical skills. To some extent, this has also played a positive role in overcoming some negative factors brought about by copying the Soviet physics teaching theory. However, at that time, under the influence of the "Left" trend of thought, there was a lack of scientific demonstration of the actual situation of physics teaching in middle schools, and the understanding of teaching rules was vague, and politics replaced everything in teaching thought. Exaggeration and imprudence have influenced physics teaching. It is considered that physics teaching in middle schools is not only obsolete and repetitive, but also lags behind the development of production and students' intelligence. It requires the implementation of "high, precise and sharp" teaching methods in physics teaching, and unilaterally emphasizes production technology teaching and students' practical working ability, which seriously weakens the teaching of basic physics knowledge. Physics teaching has deviated from the normal track, and the teaching quality has obviously declined.
196 1 year, the CPC central Committee put forward the policy of "adjustment, consolidation, enrichment and improvement", and this erroneous tendency was gradually corrected. After the Ministry of Education 1963 promulgated the "Full-time Middle School Physics Teaching Outline (Draft)", it comprehensively summarized the experience and lessons of physics teaching reform, and put forward a more comprehensive physics teaching theory on the basis of exploring the laws of physics teaching.
(1) emphasizes the teaching of systematic knowledge, and the focus of physics teaching is "two basics" (basic knowledge and basic skills);
(2) Teaching should follow the principle of combining theory with practice, so that students can get some direct knowledge through experiments, internships, productive labor, visits and other activities, but they are opposed to barely connecting with practice;
(3) Resolutely implement the principle of fewer but better;
(4) Advocate heuristic teaching methods and implement the principle of applying what you have learned. Correctly combine the leading role of teachers with the initiative of students.
Guangming Daily organized a national discussion around these topics. In the reform of physics teaching, we began to comprehensively study the physics teaching abroad, and compared the physics teaching in the United States, Britain, Japan, Germany and other countries except the Soviet Union, so as to gain more reference. It should be said that during this period, China's exploration of physics teaching theory in middle schools began to get on the right track.
2. Teaching method reform
In the early 1960s, Mao Zedong pointed out that teaching should provide students with reading and learning materials, and teachers should talk less. "Self-study, on your own." Inspired by this idea, teachers are required to guide students to learn consciously in teaching, demonstrating, talking with students, organizing students to practice and experiment, and to change textbooks or teaching materials that have been systematically explained by teachers into teachers to guide students to learn independently, and teachers only ask questions, organize discussions, answer difficult questions and make summaries. 1960 in April, after Vice Premier Lu made a speech on "Teaching must be reformed" at the Second Session of the Second National People's Congress, all provinces and cities in China carried out experiments on teaching method reform and accumulated a lot of valuable teaching practice experience. For example, the teaching reform of Jingshan School in Beijing and Yucai Middle School in Shanghai has achieved fruitful results and exerted great influence throughout the country. Shanghai Yucai Middle School began to implement the teaching method of "reading, discussing, practicing and speaking" in the teaching of various subjects in 1964 on the basis of summarizing the original "intensive teaching and more practice". The focus of this teaching method is learning, and the role of teaching is to guide students to read, help students solve doubts and help students sum up laws. In physics teaching, it is: "strengthen experimental teaching, simplify complex problems and concretize abstract problems." This teaching method, from a vertical perspective, allows students to relate what they have learned; From the horizontal aspect, it can also be combined with the knowledge of various subjects, which has a very good effect on the development of students' intelligence and the excavation of their potential. From 65438 to 0964, this reform experience has played a positive role in improving the quality of physics teaching in middle schools after being popularized throughout the country.
Summary (characteristics of physics education)
During the period from the founding of New China to 1976, in the process of reforming the old physics education and establishing a new one that conforms to the reality of China, although there were various twists and turns, it was destroyed by "culture *", but it achieved very gratifying results and accumulated rich experience, which also laid a good foundation for the future physics education and teaching reform. Its main features are:
1. In physics education in middle schools, a unified and systematic physics syllabus and a set of unified physics textbooks have been formulated and implemented, with unified teaching objectives and requirements. The deficiency is the lack of reasonable differences between different regions and different schools.
2. The curriculum structure, teaching content and teaching methods of physics in middle schools are all designed with the main goal of entering higher schools, ignoring the needs of students to go to society after graduation.
3. The physics textbook system is complete, rigorous and rich in content, and it is a spiral textbook system from junior high school to senior high school. However, the content of the system is divorced from the living environment and cognitive rules of teenagers, and lacks inspiration and interest.
4. In educational thought, we should pay attention to the teaching of systematic scientific knowledge and the training of basic skills, and attach importance to classroom teaching and the leading role of teachers. However, the main role of students and the development of intelligence are ignored, and the cultivation of creative thinking ability is ignored.
5. The basic process of classroom teaching is carried out according to the "five links" in Kailov's teaching theory, which requires strict norms and attaches importance to the teaching of systematic theoretical knowledge. But it ignores the overall improvement of students' quality and the development of personality.
6. In physics teaching, we began to explore the combination of China's actual teaching theory, reformed the injection teaching method, and also studied and applied the heuristic teaching.
7. Pay attention to dialectical materialism and patriotism education in teaching.
8. Audio-visual teaching methods such as slide projector, projector and teaching film machine are adopted in physics teaching.