The History Of Physics Into The Status Of High School Physics Teaching Research

To infuse physical history in physics teaching in middle School has been drawing more and more attention of scholars both in China and abroad. The necessity of the physical history teaching has been raised in Physics Curriculum Standard. It is also proved that knowledge acquisition of history of physics can help to cultivate students'scientific literacy and humanities quality. To know the current situation of the physical history teaching, this research focus on 53 teachers as the object of study, all these teachers comes from high schools in the city of BeiBei in ChongQing. Besides, in order to know how physical history is valued and interests students, this paper using the method of researching, questionnaire, interviewing and classroom observing. On that basis,associated measures will be proposed.This thesis will show that the current situation of the teaching of history of physics is not good. cording to statistics, only 24.1% teachers usually mention history of physics while 62.9% ntion it occasionally and 13.0% never. Teachers'lack awareness of the physical history teaching owing greatly to teachers'poor knowledge acquisition of it.After analyzing of demographic variables and relevance of various factors, this thesis find that ifferent teacher value the teaching of history of physics differently. The main influencing factors re: Gender difference, grade levels, age difference, teaching seniority and education certificate. mong which the motivation of teaching history of physics mainly influenced by age difference, teaching seniority and education certificate, while the frequency is mainly influenced by age difference.The obstacle of teaching history of physics in high school in BeiBei will be stated in this paper. hey are examination system, the less attainment of relational knowledge, ignorance from school dministrator. Based on the observation, the author suggests that: the test content and college trance examination should be adjusted, the teacher could teach the history of physics in the lassroom, or advocate students' active participation. Only by this can we succeed in infusing history of physics in physics teaching in middle School.