The Research On Teaching Design Of High School Physics Under The Concept Of Ideology And Politics Of Curriculum

Since the 18 th National Congress of the Communist Party of China clearly put forward the "moral cultivation" as the fundamental task of education,the curriculum ideological and political teaching concept has gradually formed.Senior high school is an important period to shape students’ ideological and moral concepts.It is urgent to use physics curriculum to carry out ideological and political education for students.In view of the current high school physics curriculum ideological and political research is relatively less,physics curriculum ideological and political teaching design is not mature status.Based on the ideological and political philosophy of the curriculum,this study carries out teaching design research,in order to provide guidance for front-line teachers to promote the ideological and political development of physics curriculum,and help physics discipline to play its educational function.Firstly,the literature research method is used to sort out the research status at home and abroad,clarify the research background and significance,and define the concepts related to curriculum ideology and politics and instructional design.Combined with high school physics curriculum,this paper analyzes and concludes the connotation,characteristics,teaching design principles and teaching evaluation indexes of high school physics curriculum ideology and politics.Secondly,several teachers of a high school physics teaching and research group in Huangshi City were interviewed by the interview method,and the implementation of ideological and political teaching of high school physics was obtained.At the same time,referring to the five dimensions of curriculum ideological and political elements in the document: scientific thinking,exploration of the unknown,scientific ethics,pursuit of truth and serving the country by science and technology,a questionnaire was prepared based on this,and 200 students with similar overall levels were randomly selected by the questionnaire method for investigation and research,to obtain the current situation of high school students’ curriculum ideological and political learning.Finally,using the case design research method,Newton’s law of motion as an example,combined with curriculum ideological and political theory and investigation and analysis conclusions to complete the teaching design.After getting the evaluation and feedback of front-line teachers on teaching design,combined with the preliminary work,I put forward my own suggestions for the further improvement of the ideological and political teaching design of high school physics course.The research shows that:(1)At present,most high school students are interested in physics learning and recognize the educational value of integrating ideological and political education into physics teaching.The survey found that students performed well in the two dimensions of scientific ethics and the pursuit of truth,but poorly in the two dimensions of scientific thinking and exploring the unknown.(2)High school physics teachers carry out ideological and political education in combination with the history of physics and the frontier of science and technology in the teaching process,but no systematic ideological and political teaching philosophy has been formed.However,they are eager to improve their ideological and political teaching ability in physics,and establish and improve the evaluation system of ideological and political teaching.(3)Ideological and political elements should be systematically explored in the ideological and political teaching design of physics courses according to the teaching content.Based on the different class types,the five dimensions of ideological and political elements are reasonably selected and organically integrated with the teaching content.At the same time,the teaching method which is easy for students to understand and fully reflects their main body status is selected for design.