A Study On High School Physics Teaching Design Based On HPS Education Concept

With the rapid development of our society,the country urgently needs to vigorously cultivate newcomers of the times who will take up the responsibility of national rejuvenation,devote themselves to the cause of socialism and build our beautiful motherland.In recent years,from the promulgation of new curriculum standards to the application of new editions of teaching materials and the introduction of various pilot teaching reforms,all of which reflect the increasing importance attached by the state to the cultivation of core literacy among primary and secondary school students.For the subject of senior secondary physics,the new standards have condensed the four core elements of physics literacy,which include physical concepts,scientific thinking,scientific investigation,and scientific attitudes and responsibilities.The HPS concept is a new educational concept of Western origin that interprets science itself from the perspective of the history,philosophy and sociology of science,with the main aim of improving national scientific literacy and the nature of science.The HPS educational philosophy is highly consistent with the value orientation of the senior secondary physics curriculum standards.Therefore,the integration of the HPS educational philosophy into the teaching of senior secondary physics and the study of teaching design based on the HPS educational philosophy for senior secondary physics content aims to enhance students’ view of the nature of science and optimise the quality of education.This paper conducts a study on the design of high school physics teaching based on the concept of HPS education with regard to promoting students’ view of the nature of science;Chapter 1 briefly analyses the development of HPS education in China and abroad by reviewing relevant materials,and clarifies the content and methodology of the study;Chapter 2 investigates the current situation of the application of HPS education in high school physics teaching from both teachers and students respectively,in order to prepare for subsequent research on teaching design that better integrates the concept of HPS education;Chapter 3 investigates the current situation of the application of HPS education in high school physics teaching from the perspective of both teachers and students respectively,in preparation for the subsequent study of instructional design under the HPS concept;Chapter 4 presents a theoretical study of high school physics instructional design inspired by the M.Monk and J.Osborne integration model and constructs a model of instructional design based on the HPS philosophy of education;Chapter 5 presents a case development and empirical study based on theoretical research on HPS instructional design to quantify changes in students’ views on the nature of science through a questionnaire survey of students,demonstrating that teaching based on the HPS educational philosophy has a significant effect on improving students’ views on the nature of science;Chapter 6 is a summary and outlook of this study.