It is clearly stated in the curriculum standard of senior high school physics that the purpose of senior high school physics teaching is to further improve students' scientific literacy, cultivate students from three aspects: knowledge and skills, process and method, emotional attitude and values, so that students can gradually develop scientific methods, scientific attitudes, scientific thinking habits and scientific world outlook through the study of senior high school physics, guide students to understand the difference between science and technology, the impact of science and technology on society and the impact of technology on the environment, and emphasize the understanding and understanding of the nature of science and the relationship between science and humanities.
The history of physics embodies the process of human exploration and gradual understanding of the phenomena, characteristics, laws and essence of the physical world. Any specific physical knowledge and theoretical system is established by collecting the research results of many people, and it often takes decades or even hundreds of years of efforts to take a meaningful step. It contains the factors of epistemology and Fang # # #, the bitterness and joy of explorers, and the dialectical unity of theory and practice, inheritance and breakthrough, rationality and irrationality in the process of cognition, so it also contains rich educational factors of "teaching and educating people"
First, it helps to cultivate good physics learning quality.
British philosopher Bacon put forward a famous saying "knowledge is power" more than 400 years ago, and modern natural science has shown the truth of this famous saying to the world step by step. The philosopher also put forward a famous saying about knowledge: "Reading history makes people wise." Only when students are interested in what they have learned can they show their consciousness and initiative in learning, carry forward the spirit of pioneering and exploring in learning, and overcome the difficulties encountered in learning with tenacious perseverance.
This requires that in teaching, not only the phenomena and problems in daily life and productive labor should be closely linked with the teaching materials, so that students can realize the practical significance of learning. History must also be introduced into teaching. Show students the establishment of scientific theory, the process of scientific discovery and the contribution of scientific and technological inventions to the development of human society with vivid examples. By understanding the life of physicists, disputes among various schools and unresolved physics topics, we can stimulate students' interest in learning physics, let them learn physicists' rigorous scientific attitude and scientific thinking methods, constantly improve their scientific quality, develop good study habits, and change passive learning into active knowledge acquisition. For example, Newton is universally acknowledged as a great scientist. At the beginning of senior one, he introduced Newton's life and his scientific research course in the form of a special lecture, thus eliminating the mystery of scientific research, narrowing the distance between scientists and students, and encouraging them to turn their worship of scientists into the motivation to study hard.
Therefore, the history of physics can tell students the logical journey and historical journey of physical thought, so that students can understand physics itself. Only by understanding the scientific thought, quality and spirit of physicists in exploring the physical world, and treating their work, life and research accordingly, and forming scientific emotions, attitudes and values, can we truly understand the knowledge of physics.
At the same time, by reviewing the history of physics, students can get rid of the mystery about the source of existing physical knowledge, understand the process of scientific and technological development, and understand that the discovery of any laws and the establishment of theories are closely related to social productive forces and are restricted by the inherent laws of physical development. The acquisition of any part of physical knowledge is inseparable from experiments, and reliable, accurate and repeatable experiments are the foundation of everything in physics. Therefore, understanding the history of physics can improve people's self-confidence and consciousness of scientific creation, and it is of great significance to cultivate students' scientific attitude and creativity of seeking truth from facts. At the same time, in the history of physics, there are many touching stories about scientists' dedication to the truth, such as Galileo being imprisoned for life by the church to promote Copernicus' Heliocentrism, Lichtman's death leading to lightning, Madame Curie's great sacrifice for developing radioactivity, Faraday's giving up wealth and prosperity for "civilian Faraday", refusing to accept knighthood several times, and Aristotle's criticism and skepticism. These scientists are not afraid of hardships, life, wealth and authority, and pursue the noble quality of truth, which is conducive to cultivating students' scientific attitude of seeking truth from facts and dedication to scientific exploration, and laying a good foundation for future study and research.
Second, it helps to understand and master physical knowledge.
According to the characteristics of textbook arrangement, explaining and analyzing the history of development in units will not only help students to understand the ins and outs of concepts, theorems and laws and the movement process of scientific knowledge, but also help students to understand and master physical knowledge according to the prescribed form and system, so as to gradually master the correct scientific thinking method.
For example, regarding the concept of inertia, the survey found that although some students can recite its definition by heart, they still can't master it and can't use it to analyze and explain the phenomena and problems related to inertia in life. Starting from the history of this concept, from Aristotle's "Law of Forced Motion" to Galileo's "Ideal Inclined Plane Experiment", to Descartes' "Principle of Inertia" and finally to Newton's "First Law of Motion", in the process of reviewing the formation of the concept of inertia, the ideas in students' minds will change unconsciously, thus correcting the mistakes in their original thinking. This is not only much more vivid than starting directly from phenomena and concepts, but also much more impressive.
Third, it helps to make up for the humanistic defects of traditional physics teaching.
China is one of the four ancient civilizations in the world and has made brilliant achievements in the theory and practice of physics. For example, in terms of theoretical works, Mo Jing's exposition on mechanics and optics; Description of simple machinery in Heavenly Creations; The discussion of magnetic angle in Meng Qian Bi Tan, the description of simple electric phenomenon in Lun Heng and the description of engineering technology and sound propagation in Kao Gong Ji were far ahead of the world at that time, and they still have reference value today. In terms of actual technical methods, there are countless more. Compass, globe, armillary sphere, ship lock, stone arch bridge, rocket, etc. China first invented them. Combining the contents of the textbook, introducing China's outstanding contribution to the world in physics can help students understand the splendid culture of ancient China and inspire their national pride.
The history of the development of physics shows that the development of physics has a very special close relationship with the development of human philosophy theory. The content of physics teaching in middle schools is full of dialectical materialism. In teaching, we consciously use dialectical materialism to analyze the development history of physics and clarify concepts and laws. Combined with the characteristics of physics, the education of material first, material mobility, unity of opposites, quantitative change and qualitative change, and denial of laws can make students understand the dialectical materialist viewpoint contained in it. For example, when introducing Einstein's theory of relativity, we can penetrate the philosophy of "invincible new things" and the philosophy of "universal correlation of matter" when talking about the law of gravity.