ON THE GENERALIZATION OF PHYSICS CURRICULUM TO SCIENCE EDUCATION AND POPULAR SCIENCE FROM THE PERSPECTIVE OF EMOTION REGULATION

BACKGROUND: Science Education in China is a way to improve citizens' scientific and technological literacy. It also popularized physics that promoted innovation. The deep popularization of physical science is an important content of science education. Therefore, it is necessary to explore the logical relationship and practical path between science education, college physics curriculum and science popularization, that is, the generalization of physics curriculum to science education and popular science from the perspective of emotional regulation. SUBJECTS AND METHODS: Apply Bruner's cognitive structure learning theory in psychology to college physics teaching, and transform the basic structure of physics into the cognitive structure of physical theories and phenomena in students' minds. In order to coordinate the development of physics courses and the popularization of science, the basic physics courses and majors of the University have been adjusted to help students understand the principles of physics and apply them to engineering. A total of 415 junior middle school students in three grades of an experimental middle school were investigated by cluster stratified sampling. The emotional regulation ability scale compiled by Lu Jiamei and Ji Jiajun (2010), the Chinese version of emotional behavior scale (PBI) revised by Yang Hongjun (2009) and the Chinese version of aggressive behavior (BWAQ) (2008) were used as research tools, and spss17 0 to analyze the data results by descriptive analysis, analysis of variance and linear regression. RESULTS: We found that while widely spreading science and technology, cultivating citizens' awareness of science and technology is a necessary condition for further popularizing science. We have identified four aspects of in-depth popularization of science. We have also created a four part physics course and created a teaching method that combines online and offline teaching, large and small classes, as well as theoretical and practical learning. Using various forms of science education, we have constructed three ways to provide ideological education in the curriculum. In the practice of many science education, we have not only proved that the most important part of physics education is scientific and technological literacy, but also formed the soul of basic physics curriculum: “explore laws after encountering phenomena, respond to principles creatively, and pursue loyalty and accuracy”. Based on the teaching philosophy and objectives of Xi University of technology, and taking two innovative points, three characteristic physics courses and popularization as the main line, this paper explores 30 elements of ideological education related to “physics, weapon industry and calligraphy”. These reforms were highly praised by the heads of 15 engineering majors related to the ordnance industry, and helped 13 engineering majors obtain China's higher engineering education certification. CONCLUSION: After 10 years of educational practice, we have developed the physics curriculum to the stage of in-depth popularization of science. In the full combination of physics curriculum and engineering teaching, it embodies the three-stage learning process of acquisition, transformation and evaluation in Bruner's psychological theory. The scientific and technological literacy of Chinese teenagers has improved. In short, we should fully consider the important influence of emotion, actively pay attention to the changes of psychological emotion and behavior in their learning, and strive to become the manager, coordinator and collaborator of curriculum construction. We should actively organize rich activities flexibly according to the psychological characteristics of this part of the group, strive to build a relaxed and harmonious living atmosphere, create a friendly and mutual aid relationship, encourage and guide this part of the group, adjust the psychology to the best state, and promote the healthy growth in a good learning life. ACKNOWLEDGEMENTS: The paper was supported by the Shaanxi Social Science Foundation Project of P.R.C (Grant No.2021P022). The authors thanks for the Physical Multifunction Hall Focusing on Demonstration & Research in Xi’an Technological University (PMHFDRXATU), and the “Virtual Teaching-research Center on Cloud Teaching & Reform of Basic Physics in Universities of Midwest of China” led by Professor Shijun Xu. Further, this work was financially supported by three funding projects on the Teaching Reform in Universities of Shaanxi Province in China (Grant No. 21BY081), the 2021 Higher Education Science Research Project of Shaanxi Higher Education Society (Grant No.XGH21139), and the Soft Science Research Project of Xi'an Science and Technology Plan of P.R.C (Grant No.2021-0048).