In the process of implementing the new curriculum and new textbooks, we read the history of physics, which makes us deeply feel that the curriculum reform must follow four principles: dare to question, dare to explore, be good at thinking and be diligent in experiments, and cannot deviate from this direction. We must adhere to these four principles, just as China's ongoing reform and opening up must adhere to the four cardinal principles for a hundred years. No matter how the new curriculum reform is carried out or how new attempts are made, we should all look favourably, but one thing cannot be changed, that is, the four principles of dare to question, dare to explore, be good at thinking and be diligent in experiments cannot be changed. If we deviate from these four principles, it will violate the development law of the history of physics and will inevitably deviate. This must be remembered, remember.
Keywords:: new curriculum, new textbook, four principles of physics history
With the deepening of teaching reform, it has become a consensus in the education circle to comprehensively implement quality education with the focus on cultivating students' innovative spirit and practical ability. For physics, there are many new ideas, good practices and successful models in the implementation of new curriculum and new textbooks. However, there are also many attempts to deviate from the law of physics development, which deserve our attention and discussion. Throughout the history of physics, combined with the concept of new curriculum reform, in the process of implementing new curriculum and new textbooks, teachers should not only have solid professional knowledge and profound comprehensive knowledge, but also follow the following four principles:
First, dare to question.
The revolution of physics in the 20th century tells us that every time a new realm of science is opened, we must have the courage to say "no" to the old theory. Einstein and Bohr, with their young hearts, boiling blood and active minds, led groups of young people such as Heisenberg to bravely challenge old theoretical concepts. During this period, every word "no" resounded through the sky, just like spring thunder. Planck proposed that energy is "not" continuous; Einstein further suggested that radiation is also discontinuous; Heisenberg put forward one of the most critical relations in quantum mechanics, namely "uncertainty relation"; In addition, Chinese physicists Li Zhengdao and Yang Zhenning said "no" to conservation and put forward "parity is not conserved". Every word "no" gives physics a leap. It can be seen that challenge breeds innovation, courage breeds strength and confidence brings success.
In the process of implementing new physics courses and textbooks, teachers should strive to cultivate students' scientific spirit of questioning and innovation. In physics class, teachers should encourage students to dare to challenge authority, and strive to create a democratic and equal classroom atmosphere, so that students can constantly put forward new ideas and deny old theories with an open, curious and energetic attitude. Give full play to students' abilities of inquiry learning, autonomous learning and cooperative learning. Teachers should establish a rational view of authority.
With the advent of the information age, it provides students with opportunities to absorb knowledge and exercise their thinking extensively. Therefore, it is entirely possible for them to be ahead of the teachers in some aspects or even in this subject. In physics teaching, students often talk to their teachers about some knowledge and information they have gained from network information, many of which may be brand-new feelings for teachers. "There is a priority in knowing, and there is a specialization in the art", and "shine on you is better than Blue". Therefore, we should always keep a modest and enterprising attitude in teaching. While educating students, we should also consciously accept their "education" and put ourselves in a state of lifelong learning. Therefore, teachers should fully display the rigorous, pragmatic, critical and enterprising scientific spirit, strive to show their teaching wisdom and inner spiritual temperament, teachers' enthusiasm and sympathy, teachers' encouragement and imagination tendency, which has a great impact on the development of students. Teachers should have strong curiosity and thirst for knowledge, lofty ideals and persistent research spirit, and have enthusiastic, emotional and passionate imagination in teaching, so as to establish their lofty position in the eyes of students.
Second, be brave in arguing.
By studying the history of physics, we can easily get such a revelation: every major discovery and breakthrough in science hides a fierce debate. Among them, the most striking thing is the protracted world debate between Einstein and Bohr. Einstein refused to accept quantum mechanics as the ultimate theory and launched a fierce attack on the orthodox interpretation of Copenhagen School represented by Bohr. This debate makes the world understand that the theory of quantum mechanics is a nonlocal theory. It involves the space-like relationship, that is, the signal propagation speed exceeds the speed of light, while the special theory of relativity is the localization theory. This worldwide scientific debate has undoubtedly had a far-reaching impact on the development of science and philosophy. In addition, Bohr's and Heisenberg's walks, Planck's and Einstein's arguments all had a far-reaching impact on physics in the 20th century. The discussion is not over yet. Now in Oxford and Cambridge, the discussion between Hawking and Penrose is still going on, and the physics society has made great progress because "science is rooted in discussion".
In the process of implementing new courses and textbooks, teachers must change the view of teachers and students in traditional education and build a new view of teachers and students with mutual respect, mutual trust and equal cooperation. Teachers should be helpers, instructors, collaborators, promoters and guides of students' learning. Teachers should achieve "four permits" in classroom teaching organization: if they are wrong, they are allowed to start again; Incomplete supplementation is allowed; Different opinions allow arguments; When the teacher is wrong, comments are allowed. Teachers should regard teaching activities as a process of constantly facing new problems, expanding their knowledge and learning together with students. Let teachers and students really learn from each other, learn from each other, inspire each other and promote each other, that is, learn from each other. At the same time, teachers should actively create conditions and prepare some arguments for students to debate in class. Let students put forward their own views, give examples, reason and speak with facts, so as to promote students' inquiry learning, realize the goals of the new curriculum, make good use of new teaching materials and cultivate students' habit of being brave in discussion.
Third, be good at thinking.
After reading the history of physics, we will find that every germination, growth, flowering and fruiting of this magical tree of science has its scientific soil. It is worth mentioning that the Institute of Physical Theory of Copenhagen University. Heisenberg, who was a lecturer at the age of 22, a professor at the age of 27, and won the Nobel Prize at the age of 365,438+0, Pauli, who constantly pointed out the shortcomings of other people's papers as "whips of God", Landau, who was joking and careless, and Gamov, who drew cartoons and limericks as his main business and took physics as his sideline. The atmosphere of Copenhagen University makes people feel busy, excited, lively and excited. Their youth and stubbornness make them constantly have new ideas, new viewpoints, new ideas and new understandings, which gush out like spring water. On the long, arduous and tortuous road of seeking scientific truth, there are countless young people's contributions and explorations. In essence, the progress of human science is a process of constantly denying old theories and putting forward new ideas. Their youth is destined to have an open, inquiring and energetic brain, which provides conditions for their success. It is particularly important to cultivate students' scientific thinking.
As a physics teacher, in the process of implementing new courses and textbooks, we should pay special attention to cultivating students' scientific thinking, which is the soul of innovation. In teaching, teachers can cultivate students' scientific thinking from the following aspects.
(1) Find the starting point of thinking. It is an information group that can arouse thinking, promote thinking in depth and become a breakthrough in solving problems. The difference of students' problem-solving ability is mostly manifested in the speed of finding the starting point of thinking. If teachers can help students find the starting point of learning thinking, students' learning will be easy to succeed.
(2) Set up a thinking intermediate station. Junior high school students have weak thinking ability and small span. In the process of learning, they didn't set up a thinking intermediate station in time, but didn't screen, sort out and analyze a lot of information, so they couldn't grasp the useful information and the essence of the problem. So, they have a little knowledge, make do at will, and deal with things. In view of the above-mentioned thinking characteristics of junior high school students, we should take small steps and walk quickly in teaching, and increase thinking intermediate stations between thinking to help students solve problems in time, grasp the key points and grasp the key points. At the beginning, the interval between thinking stations can be shorter, gradually expanded, and the thinking span gradually increased. When the problem is abstract and students have little specific experience; When the problem involves a wide range and the students' knowledge and ability are defective; When the internal structure of the problem is complex and the students' comprehensive ability is poor, it is necessary to add a thinking intermediate station.
(3) The established thinking intermediate stations need to be connected by thinking connecting lines, so that the thinking intermediate stations can operate in an orderly and effective manner. This connection mode is not only the series connection between points, the interweaving between lines, but also the networking between faces. Find the same kind, examples, counterexamples and wrong examples around key knowledge, bring every thinking intermediate station into the effective thinking control range, form an orderly thinking network, and make all knowledge points become an interrelated whole, thus achieving the purpose of improving thinking efficiency.
(4) Change thinking and examine the angle. When the original thinking method can't solve the problem, we should change the thinking angle in time. Change conventional thinking into jump thinking, linear thinking into plane or three-dimensional thinking, convergent thinking into divergent thinking, general thinking into extreme thinking, and positive thinking into reverse thinking. It can often improve the efficiency of thinking.
⑤ Open design problem. Novel questions can guide students to think about problems from different directions, seek countless appropriate answers, and let students find all kinds of wonderful and good methods that they have never thought of before. It is also a good way to guide students to practice and explore, which can get twice the result with half the effort.
Fourth, be diligent in experiments.
It is worth noting that most of the major prize-winning projects of the Nobel Prize in Physics in the past century are related to physical experiments, and there is little pure theoretical research. Even the award-winning major theoretical research is the result of summarizing a large number of experimental facts and expressing them concisely with mathematical formulas. Even a theoretical project won the prize only after it was confirmed by experiments. For example, the electron diffraction experiment of 1927 confirmed the wave-particle duality of particles, and De Broglie, who put forward the theory of wave-particle duality, won the prize of 1929; 1957, Wu Jianxiong's experiment confirmed the weak-current interaction, and Yang Zhenning and Li Zhengdao, who proposed that parity is not conserved, won the Nobel Prize in physics. 1973 ——1978 found the existence of neutral current in the experiment, put forward the unified theory of weak current and predicted the existence of neutral current. glashow, Weinberg and Salam won the prize in 1979. Facts have proved that the theoretical building of physics is supported by experiments. Without experiments, the foundation of physical buildings is not solid.
Moreover, experiment is the only criterion to test the correctness of physical theory. It is the most fair evaluation of various arguments, the basis for correcting mistakes and the starting point for discovering new theories. In fact, no matter how beautiful the theory is, no matter how perfect the form is, as long as it does not conform to the experiment, it is impossible to become a part of physics. This shows that, in the end, it will be decided by experiments, and neither formal logic nor perfect mathematics can replace physics. Therefore, we especially emphasize that physical research should closely combine theoretical basis with experiments, attach importance to experimental research, attach importance to the construction of physical laboratories, increase investment, update experimental equipment, skillfully design experimental methods, carefully analyze experimental phenomena, and seek new breakthroughs and developments in experiments. For physics teachers, we should pay special attention to experimental teaching and cultivate students' hands-on ability, brain ability, design ability, operation ability and practical ability. Teachers should let students communicate and cooperate fully in the experiment, ask some questions to stimulate their thinking, leave enough space for students to explore, guide students to see the fact that their views contradict their own arguments, or organize students with different opinions to discuss, design their own experiments and verify their views. Let each experimental student have his own experience world, have different assumptions and inferences about a certain problem, and promote communication among learners through group communication, debate and division of labor. Faced with different viewpoints, experimenters should learn to sort out and express their own opinions, learn to listen and understand others' ideas, learn to accept, appreciate, argue and help each other, and they constantly reflect and judge their own and others' opinions. At ordinary times, small scientific and technological productions, small experiments, small innovations, small inventions and experimental operation activities are regularly carried out to guide students to carry out a series of practical operations, such as installing lighting circuits and identifying gold jewelry. Strengthen the study of "STS" in physics teaching and cultivate students' ability to learn physics from life and apply it to life. Really "in life, by life, by life".
In the process of implementing the new curriculum and textbooks, we may encounter problems of one kind or another, and we may carry out reforms of one kind or another, but we must always adhere to the four principles of being brave in questioning, being brave in arguing, being good at thinking and being diligent in experiments, and we cannot deviate from this direction. As long as we unswervingly follow these four principles, are full of deep patriotic enthusiasm and strong national self-confidence, always think in physics teaching, and strive to do a solid job, we will certainly succeed in teaching, and we will certainly be able to cultivate Qian Qian's Newton and Einstein in Qian Qian, and China's dream of winning the Nobel Prize in physics is just around the corner.