Construction and Practice of a Project-Based Teaching Model for Junior High School Physics Integrating Excellent Traditional Chinese Sci-Tech Culture

Abstract

In response to the requirement of fully reflecting excellent traditional Chinese culture in teaching as stipulated in the Compulsory Education Physics Curriculum Standards, this paper addresses the problems existing in current junior high school physics teaching, such as formalized utilization of cultural resources and superficial cultural transmission, and constructs a project-based teaching model integrating excellent traditional Chinese sci-tech culture. Taking real scenarios as the carrier, this model consists of four progressive stages: project initiation, implementation, presentation, and evaluation. Through links such as theme design, group cooperation, experimental inquiry, and achievement presentation, it promotes the in-depth integration of physical knowledge and traditional sci-tech culture. Taking the teaching of "lever" in Grade 8 of the People's Education Press version as an example, an inquiry activity based on the traditional tool 桔槔 (Jiegao, a traditional Chinese water-lifting device) is designed to guide students to understand the principle of leverage while experiencing the wisdom and creativity of ancient working people, thereby enhancing cultural identity and improving scientific and cultural literacy. The research also points out that there are still problems in current practice, such as unsystematic resource sorting and insufficient design of interdisciplinary tasks, and proposes corresponding improvement directions, providing a feasible path for the organic integration of traditional sci-tech culture and subject knowledge in junior high school physics teaching.