According to the provisions of the syllabus, the newly compiled physics textbook for senior high schools (namely "Full-time Physics Textbook for Senior High Schools (Trial Revision)") has set up the project of "project research" and listed the project examples given in the syllabus. It is an important link to comprehensively cultivate students' ability to comprehensively apply what they have learned, to collect and process information, to analyze and solve problems, to express words and to unite and cooperate. This activity is also conducive to cultivating students' habit of independent thinking and stimulating their innovative consciousness. The research of the subject mainly focuses on the cultivation of these abilities and consciousness, rather than the study of a specific knowledge. Teachers should guide the research of the subject. But avoid giving specific steps and methods. Students should be encouraged to adopt different methods and put forward different opinions. Research topics can be roughly divided into several different types, such as exploratory physical experiments, scientific and technological production, learning reports on new scientific and technological issues, social surveys, and extended learning. The textbook only gives some examples of research topics, from which teachers and students can choose or propose other topics. Teachers should recommend students according to their specialties and interests. The whole class cannot be asked to do the same project. The research results of the project can be small papers, scientific reports, or made instruments and equipment. Project research should be carried out in the form of combining in-class and out-of-class teaching. The syllabus reserves four class hours for each project, and two of them must be used for reporting and communication between students in teaching. The related problems of this project are explained as follows: There are some exploratory experiments in this project. 10000.00000001kloc-0/7 There are two main categories except some simple skill training experiments. One is confirmatory experiment, which is verified by experiments after learning the corresponding knowledge, such as "verifying Newton's second law" and "verifying the law of conservation of mechanical energy" ... The other is the application of knowledge. For example, "wavelength of double-slit interferometry" and "measuring electromotive force and internal resistance of power supply" ... The premise of these two experiments is that students have mastered the knowledge involved, so the purpose of the experiment is not to explore new knowledge. These experiments are very important for cultivating students' ability to acquire new knowledge and stimulating their innovative spirit. It doesn't help much. Exploratory experiments are set up to make up for these shortcomings. Take "Study on the Relationship between the Period of Spring Oscillator and the Mass of Ball" as an example. The syllabus does not require students to learn this knowledge point, so the premise of the experiment is that students do not know the quantitative relationship between the period of the vibrator and the mass of the ball. When doing this experiment, students list several groups of data, draw points on coordinate paper and make fitting curves. Use the corresponding function to represent this curve. If you do this experiment with several other springs, you can further explain the physical meaning of the parameters in the function formula ... According to the previous treatment of confirmatory experiments, you must first learn this knowledge point so that students can know the shape of the corresponding curve before the experiment. If some points are not on this curve after the experiment, we should analyze the reasons for the errors. But in this research project, students don't know what its image is like in advance, and only after seeing the distribution and trend of these points do they realize that it may be approximately expressed by a quadratic function. Encouraged by this idea, some students try to draw the relationship curve between T2 and M, and then they will clearly get the quantitative relationship between cycle and ball quality. In two different ways, confirmatory experiment and exploratory experiment, the experimental content may be similar. But according to two different ways of thinking, students' psychological activities are different and their training is different. In middle school, students are not required to master the relationship between the period of the spring vibrator and the mass of the ball, but the method used in this experiment is very typical in scientific research, and learning this method is beneficial to students' future work. The purpose of arranging this experiment in the syllabus is to educate research methods, not to learn more knowledge points. There is no single correct answer to many questions about "studying the factors affecting sliding friction" There is no single correct answer to most technical problems in practice. We can only evaluate them from different angles and different needs. Our past science and technology education simplified such a complicated thing: it was either right or wrong, and there was no choice. The people trained by this kind of education are divorced from reality and have absolute thinking methods. It can't meet the needs of society. The purpose of the syllabus is to make up for this deficiency by consciously selecting some topics that do not have the only correct answer. "Estimating the water temperature in the pressure cooker" can know the pressure in the cooker by measuring the mass of the pressure limiting valve, and then look up the table to know the water temperature. However, the heat-sensitive element can also be attached to the outside of the pot, and a layer of insulation layer is added outside for direct measurement, or the heat-sensitive element can be directly put into water; There may be other ways. In these schemes, the problem of high temperature resistance of heat-sensitive elements, the sealing problem of the pot when directly put into water, etc. , must be studied. The water temperature measured by different schemes will definitely not be exactly the same, and it needs to be discussed and evaluated. These tasks have never been done in science education in middle schools in the past. In the past, we thought that the inconclusive content of the scientific community should not involve the middle school curriculum. In fact, we can't generalize. Exposing senior high school students to some topics with different understandings at present will help students understand the scientific research process, stimulate their enthusiasm for exploration, cultivate their innovative spirit and avoid one-sided thinking. For example, in the popular science report: from refrigerator to ozone layer, we can discuss whether the main cause of ozone layer destruction is freon or jet plane. In the "Popular Science Report: Greenhouse Effect", we can analyze two academic viewpoints: whether the temperature rise is mainly caused by human activities or the periodic change of the earth itself ... There are some technical problems in the experimental project, and the students' treatment methods will certainly be inconsistent. For example, in the study of the relationship between the period of the spring vibrator and the mass of the ball, because the period of the vibrator used in class demonstration is too small and the damping is too large, it cannot be used in this experiment. It is not difficult to solve this problem. You can choose a soft spring and remove the sliding shaft. But at this time, if you put it horizontally, you must solve the problem of supporting the ball, and if you put it vertically, you must solve the compensation problem of spring sag. Students can come up with various methods, each of which has its own characteristics and needs to be discussed and evaluated. Some topics are interdisciplinary freon is not a simple chemical, some can destroy the ozone layer, and some can't. What is the chemical composition of refrigerant in fluorine-free refrigerator? What are its physical and chemical properties? What is the mechanism of refrigeration? Students can discuss it in the popular science report: from refrigerator to ozone layer. Investigation and Research: The Evolution of Cookware requires studying the combustion principle (heating principle) and efficiency of wood stoves, briquette stoves, honeycomb coal stoves, liquefied gas stoves, gas stoves (natural gas stoves), electric stoves, induction cookers and microwave ovens, and comparing the combustion values of fuels. "Measuring cell charge by electrolysis" should be used in chemistry class. How to narrow the distance between middle school physics curriculum and contemporary new technology in connection with new science and technology has not been well solved, and several research topics intend to make some attempts in this regard. Anti-lock braking system (ABS) is a new technology in recent years, which automatically controls the pressure between the friction plate and the wheel disc (hub) when braking, so that the wheel does not slide against the ground. In this way, the driver can still control the driving direction of the car. In this case, most of the mechanical energy is consumed by the friction between the friction plate and the roulette wheel. Although this technology is very new, its physical model is not complicated, so we can do some in-depth research with the knowledge of high school physics. "Advantages and disadvantages of locking the wheel when braking" is designed based on this consideration. Popular Science Report: From Refrigerator to Ozone Layer, Popular Science Report: Greenhouse Effect and Popular Science Report: Alpha have narrowed the distance between physics and practical problems. Our middle school physics education has always attached importance to the technical application of theoretical knowledge and the explanation of natural phenomena, but there are still some tendencies to be divorced from reality, one of which is the absoluteness and idealization of the understanding of physical laws and physical quantities. In fact, the experimental laws in physics are approximate laws to some extent. For example, the textbook has always said that the sliding friction is proportional to the pressure, and has nothing to do with the contact area. However, by studying the factors that affect the sliding friction, we can see that the actual situation is quite different from this statement. Changing the shunt resistance of ammeter can change its range, which is a typical application of ohm's law. However, the original circuit designed by students often does not take into account the protective measures of the meter head, so it can't be used in fact. The topic of "refitting sensitive ammeter into multi-purpose ammeter" can make students realize the gap between theory and practice. Some topics are closely related to social problems. The revised syllabus pays attention to the connection between science and technology and social problems when choosing research topics. For example, protecting the ozone layer involves the promotion of fluorine-free refrigerators, but the cost of fluorine-free refrigerators is higher than that of Freon refrigerators, and consumers spend more money, but I have not benefited directly. What kind of propaganda strategy should be adopted on this issue? Many reports say that the destruction of the ozone layer has increased the incidence of skin cancer. In fact, skin cancer is mainly caused by white people, and it is rare for yellow people, especially black people. Most of the medical materials in the world today come from western countries, and the international media are basically controlled by them. Will the seriousness of the matter be exaggerated? Is there some form of racial prejudice in this? The research topic has left a great space for the in-depth discussion of this kind of problems. Gas fuel is more convenient than solid fuel, but improper use can easily lead to explosion and fire, and may also poison people. Do the advantages of using gas fuel outweigh the disadvantages? Natural gas is more expensive than coke oven gas, but its combustion value is high. Which fuel is more economical in actual use? For different regions, which fuel is more economical, less environmental impact and more in line with China people's cooking habits, electric cooking or gas cooking? All of these can be discussed in Investigation: The Evolution of Cookware. In the past, physics classes only focused on physical principles, but the application and evaluation of scientific principles inevitably involved social issues, and the two were inseparable. Our school education should prepare students for this. New standards should be used to evaluate whether students' habitual reactions to physics problems are "yes" or "no", while physics teachers always use "right" and "wrong" to judge students' papers and homework. There is no difference between the research topics recommended in this syllabus and the students' ability to do it, and there is no right or wrong, but the depth of the research is different. For example, the topic "Mechanical knowledge on kitchen knives" will be explained. Most students can do it to a certain extent by using the knowledge of resultant force and component force. However, there are other problems: a long and thin knife is different from a short and wide knife; When using a knife, the length of the handle also involves some mechanical problems ... Students need some sensitivity to find these problems, and it would be better if they can make some qualitative and quantitative analysis. Furthermore, if you cut a bone with a knife, when the front end of the knife touches the bone, your hand will feel the handle shake down, otherwise it will shake up. There is a position where when this point on the knife is cut on an object, it feels very relaxed. It would be great if we could find some books to read, learn some knowledge that is not in textbooks and correctly analyze this phenomenon. This kind of research topic allows most students to participate, but also leaves a lot of room for development for students at all levels. According to this feature of the research topic, there should be new standards for the evaluation of students' homework. For example, it is necessary to consider whether to raise new meaningful questions and whether to have independent opinions on the analysis of the topic. How much of the materials used are collected by yourself? Have you used the knowledge that is not mentioned in class and textbooks? Have you made a quantitative analysis of the topic? It is necessary to evaluate students' homework as a whole and point out its characteristics and shortcomings, rather than simply grading it. The first reaction of many teachers when they see these topics is: how can we teach students when we don't understand ourselves? There is a problem of the transformation of educational thought. There is no single correct answer to a research topic, and its answer will change in different occasions, different times, different requirements, different concepts and different students. The teacher can't master all these topics. Teachers should be students' mentors, who can guide students' research direction and methods. However, teachers are not an encyclopedia to answer all questions. To believe that students have great enthusiasm and creativity, the task of teachers is to develop them and draw nutrition from them. The physical knowledge involved in the research topic is not necessarily the traditional key knowledge and backbone knowledge, and some topics are not even pure physical problems, but only related to physics. The focus of these questions is to cultivate students' consciousness and ability, not to let students learn some specific knowledge. They are leading students to do research.