The Status Quo, Causes And Countermeasures Of The Phenomenological History Of Physics In Senior Middle School Physics

The history of science integrated into the science curriculum plays all important role in promoting students’scientific literacy, the internal value of the history of science-to show the nature of science and the relation between science—technology and society, ideal or potential value, and the value will depend on the level of the development of curriculum and of teaching.According to the internal value of the history of science, the quasi-history’s goal is to stimulate enthusiasm of students to learn science by adding interest, and to persuade students to aster the recent scientific knowledge which is seen to be absolute and eternal truth and cannot be edoubted by analyzing the four types of the cases of quasi-history which often appear in textbooks. That is to say, the value of meta-cognition is absent. It is not conductive to foster students’ awareness of scientific literacy. In view of the above situation, there are seven principles of the physical history collecting and editing for physics curriculum in senior high school:Strive to the reality of scientific history,the balance of internal and external history,avoid of whig history, set real scientist example, combine scientific history and multidisciplinary,unite the scientific history and scientific front,emphasize the communication between scientism and humanism. In the high school physics curriculum, physical history should act these four effects:Show the essence of exploration and highlight the intrinsic quality of physics learning,reappear the understand process and deepen the understanding of physics concept, feel the path of exploration and grasp the method of physics research,sigh with feeling of the hardships of exploration and enhance the love for physics.And, put the physical history’s selected materials into the senior high school physics curriculum, mine historical data, integrate them organically,moderately,compare across behavior, affect humanities.on this basis,demostrate the feasibility of the school-based curriculum implementation of physics history curriculum, and follow the requirements above, Take a physicist as a clue, a physical theory’s present, evolution and improvement of process as a clue, a basic rule or concept as the core, the relationship between physics and other sciences, humanities and social as a framework, with the four kinds of method, to design a series of curriculum samples.Through this research, it is hope that it would ignite senior high school teachers’ rethink about the content of physical history, enrich and develop the research of the scientific history education, thereby, makes the scientific history to play a creative role in the senior high school physical curriculum.