The domestic physics education circles have also fully affirmed the practice of integrating the history of physics into physics textbooks. In 2003, the Physics Curriculum Standard for Senior High School (hereinafter referred to as the Curriculum Standard) proposed that the compilation of teaching materials should pay attention to the occurrence and development of science, and show the scientific thinking mode and scientific research method condensed and sublimated in the scientific process in a more accurate way, so that learners can learn from it the nourishment of scientific thinking and research methods of senior scientists. It is also necessary to carry forward its scientific spirit and dedication to science with vivid materials, so that learners can be influenced and infected by vivid emotions, attitudes and values, which is conducive to the cultivation of sound personality. According to the curriculum standards, all versions of physics textbooks for senior high schools have increased a lot of historical knowledge to varying degrees, mainly in the columns of "scientific footprint", "scientific walking" and "STS".
From a domestic survey on the history of physics education in senior high school physics classroom, we can know that there are still some difficulties and constraints in the history of physics education in physics teaching. Some teachers think that there are almost no questions about the history of physics in the college entrance examination, which will weaken the attention to the history of physics education in teaching; Some people think that the education of physics history in teaching sometimes takes up a lot of time and may not be able to complete the prescribed teaching content; For students, due to the heavy academic burden, there is not enough time to read the materials of physics history outside the textbook; Teachers generally think that it is undoubtedly beneficial to add the material of the history of physics, but how to join it and how to integrate the content of the history of physics into the teaching methods and strategies of physics courses in practice are still lacking. However, it is undeniable that there is still a tendency to despise the role of the history of physics in practice, and that the history of physics is only a carrier for imparting physical knowledge or a supplement to physics teaching content. In fact, this teaching tendency of focusing only on physics knowledge is not conducive to the improvement of students' scientific literacy, and also underestimates and ignores the educational value of physics history itself. Some teachers think that the history of physics plays a very important role in senior high school physics teaching, but the teaching effect is difficult to evaluate. The author believes that the teaching of the history of physics cannot be abandoned because of its evaluation. The history of physics exerts a subtle influence on students. As the famous scientist Professor Yang Zhenning said, "There are two ways to learn. One way is gradual, and the other is infiltration. Many things are imperceptible. I have been in contact for a long time and I don't know when I have understood it. " So how to do a good job in the education of physics history in high school physics teaching? The author believes that we should start from the following aspects:
First, master the teaching methods of the history of physics
(1) Infiltration method: The so-called infiltration method is a method to properly insert the knowledge of physics history related to physics courses into physics classes and gradually carry out the education of physics history. The infiltration of the history of physics can take questions as clues to introduce physicists' anecdotes or previous research processes or fragments, which can be a large piece of space, a few words or even a picture. This can not only ease the learners' study fatigue and stimulate their enthusiasm for physics learning, but also make students close to science psychologically and emotionally, increase their affinity for physics, broaden their horizons and make them more insightful. It can also let them experience the inquiry process of scientists in the past empathetically, urge them to actively learn and construct knowledge, and form a rigorous scientific attitude. For example, when exploring the conditions of induced current, the question "current can produce magnetic field, so can magnetic field produce current?" ? If it can be produced, what are the conditions? "Then, the methods of using magnetic power generation put forward by scientists such as Ampere, Coraton and Faraday in history are introduced. On the basis of historical data, let the students discuss and put forward several conjectures of inducing current: ① If the conductor is placed in a magnetic field, the current can be generated in the conductor; (2) The motion of a conductor in a magnetic field can generate current in the conductor; (3) the magnet moves, and the kinetic energy of the conductor generates current in the wire; (4) The conductor and magnet are fixed, so that the magnetic field passing through the closed circuit changes, and current can be generated in the wire. Then the whole class divided into groups to carry out experiments. According to the facts, it is concluded that when the magnetic flux passing through the closed circuit changes, there will be current in the closed circuit. You can also insert an anecdote about Coraton's research in this field: "Coraton did such an experiment before Faraday discovered it. He connected the solenoid with the ammeter. In order to avoid the influence of the magnet on the ammeter pointer during the experiment, he put the ammeter in another room. During the experiment, after inserting or pulling out the magnet, he ran to another room to observe the change of the galvanometer pointer. Of course, he can't see anything. "Ask the students to think about the reasons why Clayton didn't succeed." Coraton's method shows that his experimental design is not rigorous enough. If he had arranged for an assistant to observe the galvanometer in another room, he would have been the first person to make a breakthrough in this field. This case tells us from the opposite side that thinking about problems and designing experiments must be scientific and thorough, and there must be no negligence. "However, in order to meet the needs of students, we must not tell a lot of anecdotes about scientists, which will usurp the host's role and dilute the study of the main teaching content. You can't introduce historical materials for the sake of introducing historical materials. If it is not necessary, it will not be introduced. We should not only pay attention to the combination with textbooks, but also pay attention to the combination with students' cognitive ability and be concise at the same time. Timely, moderate and moderate classroom infiltration is an effective main way to carry out physics history education.
(2) Quasi-historical method: The so-called "quasi-historical method" is a teaching method that organizes the physical historical materials related to the teaching content in the order of historical development to achieve a certain teaching purpose under the condition of being loyal to historical facts. This method requires the scientific restoration of those important historical footprints, is the most concrete repetition of history, and is a good process experience teaching method, which conforms to the students' cognitive development process to a great extent, makes it easier for students to understand and accept the laws of physics, and widely absorbs the scientific thinking methods and research methods and the scientific spirit and humanistic spirit contained in related historical events, thus truly practicing the education of physics history in classroom teaching [4]. The specific steps are: 1. The historical development process of physics theory (teaching content) is organized according to the origin of the problem, the proposal of working hypothesis, the inference of inference by experiment or thought experiment, the revision of hypothesis and the popularization of conclusion, thus forming a "quasi-historical" process of teaching content. 2. Students' general cognitive process of physics knowledge (teaching content), that is, observing physical phenomena-asking questions-assuming or guessing-experimental exploration-summing up and reflecting on the cognitive process, is integrated into the "quasi-historical" process of well-organized teaching content to form a specific teaching process. For example, when studying Newton's first law, ask the students a question first: "According to the experience in life, an object will only move when it is subjected to a strong force, and it still has no force. Is this correct? " Then let the students discuss and form their own opinions (assumptions), and then explain to the students the thinking of historical figures on this issue, that is, Aristotle and his contemporaries also have the understanding that "an object moves when it is stressed and stops when it is not." Next, I will explain to students that Galileo, a physicist 300 years ago, thought this understanding was wrong, and then show students how Galileo questioned and verified this assertion through experiments. Finally, slowly let the whole class stand on the correct or more advantageous understanding, and let the students experience the process from mistakes to how to break through and then to correct understanding. For another example, when learning the law of gravity, we can first put forward the question of what causes the planets to move around the sun according to the process of human understanding the laws of planetary motion shown in the textbook, and then guide students to follow Newton's footsteps, repeat the historical process, experience the process of "discovering" the law of gravity, and let them see the unity and harmony of the universe in the simple formula of gravity.
Second, attach importance to the development and utilization of the curriculum resources of the history of physics.
Although the physics textbooks compiled according to the curriculum standards present rich and colorful contents of physics history in various ways, these contents can not meet the needs of teachers' teaching. Internet and extracurricular reading materials have become an important channel for teachers to obtain curriculum resources of the history of physics. Teachers can obtain physicists' strange and great ideas and great discoveries, as well as their successes and failures, and show them to students, or let students really collect and sort out the development materials of physical science and learn the history of physical development independently. They can also hold lectures on the history of physics regularly. The lecture doesn't have to be held in a big conference room. Teachers can choose the time of self-study class flexibly and independently, in class or in the form of special class meetings. During the lecture, multimedia facilities can be used to play some science and education series films, and the educational function of the history of physics can be imperceptibly realized. Of course, how to choose the lecture content suitable for students' cognitive level, which is not only convenient for students to understand, but also can stimulate students' interest, needs teachers to determine according to students' mastery of physical knowledge and cognitive laws, because there is a certain degree of difference between physicists' thinking level and students' thinking level, and students may find it difficult to deeply understand their thinking methods and skills.
Third, improve the quality of teachers' physics history education.
The richness of teachers' knowledge of the history of physics directly affects their conscious application of the history of physics in teaching. According to the theory of physics education, in order to better accomplish the goals and tasks of physics education, teachers should not only master the concepts, laws and theories of physics itself, but also at least master the professional knowledge, history and methodology of physics [5]. The importance of incorporating the knowledge of physics history into the necessary professional knowledge of physics teachers can be seen. Only when teachers have a comprehensive and in-depth understanding of the content of the history of physics can they make reasonable choices and design teaching plans that meet the thinking and cognitive level of middle school students. At the same time, teachers are required to use teaching materials creatively, in addition to teaching the scientific knowledge of the history of physics, they should also supplement the content of the history of physics directly related to physical knowledge. In addition, teachers should pay special attention to how various concepts, theories and laws that appear in the process of physics research are established and formed. This is also an effective way for physics teachers to understand students' learning difficulties. Due to the difficulties encountered by physicists in the process of forming physical concepts and discovering physical laws in history, students often encounter, produce and make all kinds of ideas (including many wrong ideas) and all kinds of judgments (including some wrong judgments) in the learning process. Teachers who are familiar with the history of physics can understand the problems and difficulties that students may encounter in the process of learning, and then take them as the focus and difficulty of teaching, helping students overcome cognitive difficulties, eliminate misunderstandings and doubts, and deepen their understanding of the structure of physics knowledge.