The Dovetail Problem Research Between Junior And Senior Physics Teaching

This paper mainly makes the study of connection-problem between junior-middle-school physical teaching and senior-middle-school physical teaching.One of the causes resulting in "physics is difficult to learn, physics is difficult to teach" is that the connection between junior-middle-school physical teaching and senior-middle-school physical teaching has some problems. It is affected by a lot of factors, if we differentiate these factors and analysis the charges of students' physical learning because of the effects of these factors, we will find a new way to teaching reform in physics, and expand the distending of course reform in physics.The basic key-factor of teaching is textbook, teacher and student. On the basis of the literature, this study adopts observation-method, investigation-method and comparison method to inspect that textbook, teaching and students' learning have some effects on the connection between middle-school junior-physical teaching and senior-middle-school physical teaching.The results of this study show that the connection-problem between senior-middle-school and junior-middle-school has three aspects.1) The physical textbook of the third grade of junior-middle school has small knowledge-capacity and the criterion of teaching is very low. Textbook includes simple mathematical knowledge and many easy experiments. The showing method of textbook is very rich and focus on sensory perception. While the first grade of senior-middle-school has abundant knowledge and the criterion of teaching is high. Textbook includes difficult mathematical knowledge, a few experiments and lots of pure theories. The showing methods of textbook are dull and focus on rational perception.2) The starting point of class teaching in junior-middle-school physics is proper and knowledge-capacity in class teaching is small. In class teaching emphasizes teachers' conduction and students' active thinking. On the basis of observation experiment, class teaching in middle-school physics arouses students' learning interests and exploratory passination. The feedback of teaching information is very instant; whereas the starting-point of class teaching in senior-middle-school physics is a little high and knowledge-capacity in class teaching is large. In class teaching focuses on teachers' teaching and the feedback of teaching information is not instant.3) Learning motives and interests in physics of students in the first grade of senior- middle-school are weak; leaning-confidence is not enough; learning in class is not active; learning-method follows such junior-middle-school methods as mechanical memory and mechanical using formulas.