Combining Scientific and Humanistic Approaches in High School Physics Teaching: Taking "Simple Pendulum" as an Example

DOI: https://doi.org/10.62517/jhet.202415545

Author(s)

Jinming Liu1, Ruobing Fan2

Affiliation(s)

1Yuzhong County No.1 Middle School, Lanzhou, Gansu, China 2Academic affairs office, Lanzhou City University, Lanzhou, Gansu, China

Abstract

The goal of high school physics teaching under the new college entrance examination system is to cultivate students' "three new" characteristics, and it is also an important way to combine scientific and humanistic approaches. In high school physics teaching, scientific and humanistic approaches complement and promote each other. Only by fully utilizing the characteristics of both scientific and humanistic approaches can the comprehensive development goals of high school physics education be truly achieved. Taking three teaching segments of the "simple pendulum" as examples, this paper explores the importance and realization of combining scientific and humanistic approaches in high school physics teaching. It also proposes specific measures based on theoretical analysis and teaching practice, aiming to achieve an organic combination of scientific and humanistic approaches and improve students' comprehensive qualities.

Keywords

Scientific Approach; Humanistic Approach; Simple Pendulum; High School Physics; Physics Concepts

References

[1] Yang Desheng. Analysis of Innovative Strategies for High School Physics Experiment Teaching. Gaokao, 2022(18): 100-102. [2] Gong Guochun. Study on Methods of High School Physics Experiment Teaching. Shiti and Research, 2020(18): 153-154. [3] Chen Lishan, Chen Hai. Exploration of Physics Teaching Based on Core Competencies in High School Physics. Basic Education Research, 2016(20): 7-8. [4] Li Guosheng. Reflections on High School Physics Teaching Based on "Subject Core Competencies". Education Science Forum, 2016(20): 68-71. [5] Lin Ping. Initial Exploration of the Application of Micro Video Resources in High School Physics Teaching. Nanjing Normal University, 2014. [6] Fu Zhuwei. Strategies to Promote Deep Learning in High School Physics Teaching. Physics Teacher, 2014, 35(04): 6-7+15. [7] Gong Xiaofeng. Discussion on Improving and Enhancing Efficiency in High School Physics Experiment Teaching. Mathematical and Physical World (High School Edition), 2022(22): 86-88. [8] Quan Tiaofen. Cultivating Students' Autonomous Inquiry Ability in High School Physics Experiment Teaching. Guangxi Physics, 2021, 42(04): 63-65. [9] Jiang Zhichao. Comparative Study and Teaching Practice of DIS Experiments and Traditional Experiments. Guangxi Normal University, 2017. [10] Li Lijuan. Research on the Explicit Content of Scientific Method Education in High School Physics Experiment Teaching. Capital Normal University, 2013. [11] Zheng Zejun, Ren Fengzhu. Exploration of High School Physics Teaching Integrating Scientific and Humanistic Approaches: Taking "Space Navigation" as an Example. Physics Teacher, 2021, 42(02): 30-33. [12] Xia Li. Exploration of Online Teaching in High School Physics Inquiry Courses: Taking "Exploring the Period Formula of a Simple Pendulum" as an Example. Physics Teaching, 2022, 44(11): 28-30.