当代中国中学物理实验教学落后原因探析教育史专业论文.docx

Abstract Abstract II II Abstract The developing history of physics has shown that physics is an experimental science. Physical experiments are the basic means for obtaining inductive materials, exploring physical rules and knowing the physical world and also the sole standard to verify physical theories. During the emergency and development of physics, physical experiments are holding an extremely significant post and playing a tremendous role from beginning to end. Physics comes from productions, daily life and scientific experiments and therefore, observation and experiments are the primary method to study and research physics. Physical experiments and teachings are performed not only to cultivate students’ abilities of observation and thinking, starting work and operation, analyzing and solving problems, and creation, but also to train their scientific attitude for seeking truth from facts, good learning customs and strong interests. Especially at present when quality education is enhanced, experiments are a main approach to implement quality education. However, it is still universal that phenomena of paying attention to theories and neglecting experiments, or attaching much weight to results and lightening courses exist in physical teaching of middle school, leading to experimental classes becoming formalistic. It is particularly emphasized in the “physical course standard of middle school” recently issued by the Education Department that training of physical experiments is an important component in the structure of primary education, a significant activity for middle school students to know the world and the foundation for carrying out scientific researches. It also holds a unique status and role to cultivate quality and creative talents, to improve the scientific quality of overall students and to encourage the entire development of students. It is a pressing matter of the moment to implement new educational concepts in the “physical course standard of middle