A Comparison Of Difficulty Gradient Of Physics Teaching Material In Senior High School

The education and teaching of our country has presented a brand-new situation, and made phased achievements too,since the implementation of new curriculum reform in2011.Yet high school students often think of high school physics has a larger span,and is more difficult to learn than junior middle school physics.so there is "a phenomenon of step".The difficulty of junior-high school physics textbook in difference is the main cause of the phenomenon of the steps.And now the study of "steps" are how to do a good cohesion of junior-high physics teaching from the angle of the qualitative analysis,there is no studies about difficulty and difficulty of the gradient from the perspective of quantitative research.To accurate, objective evaluation the cause of "steps", we must quantify the difficulty and difficulty of gradient about high-junior physics books with the objective data as the most powerful explanation.This study constructed the comparative gradient model of junior-high physics textbook, not only can fill the blank of the quantitative analysis of the difficulty’s gradient of junior-high physics textbook,enrich the teaching evaluation theory system, but also provide reference and help for textbook writers and users.PEP physics book of junior-high school are selected as the research object, the teaching materials can be divided into two parts, respectively is junior-high school physics books are involved in the physical knowledge and the content of the new high school physics textbooks, using professor Shiningzhong difficulty model of curriculum and the calculation formula of the gradient as a tool of quantitative research and qualitative analysis, supplemented by interviews with comprehensive high school physics teaching material of each part of knowledge between the gradient of the order of difficulty, and puts forward some Suggestions on the basis of research results. This article is mainly involved in junior-high school physics book of physical knowledge between the difficulty of the gradient of comparison, mainly divided into11plates, acoustic, optical, work and energy, magnetism, electrical, acoustic, energy, thermal, information, and movement of state changes. The specific study conclusion is as follows: 1. In terms of the breadth of textbook, the breadth of the cohesion of junior school section from big to small order is followed as electrical, acoustic, magnetics, optical (change of state), energy, information, thermology, motion, mechanics, work and energy; The breadth of the high school physic from high to low in turn is sports, magnetism, heat, electricity, optics, change of state (acoustics, energy), power and energy, mechanics, information; Junior-high cohesion of the breadth’s difference in sequence from large to small as motion, heat, magnetism, work and energy, energy (optical), change of state, acoustics, electricity, mechanics, information. New high school section breadth in order for the electrostatic field, curve movement, conservation of momentum (sensors, mechanical vibration), gas (relativity theory introduction, alternating current) and wave-particle duality, gravitation and aerospace, atomic structure.2. In the aspect of depth of textbook, the depth of the junior school’s part from big to small order for electricity, magnetism, heat, motion, optical, power and energy, force, acoustics, change of state, energy and information. High school in the depth of the corresponding order for sports, electricity, magnetism, power and energy, optical, thermal, mechanical, acoustic and energy, the change of state, the information; Primary and high cohesion in order for sports, the depth of the difference in heat, magnetism, work and energy, and energy (optical), the change of state, acoustic, mechanical, information and electrical; The depth of the high school new chapters in order for the electrostatic field,curvilinear motion, conservation of momentum, sensors, alternating current (gas), mechanical vibration, gravity and space, the wave-particle duality, introduction of theory of relativity, the structure of the atom.3.In the difficulty of textbook, difficulty in the junior school chapters from big to small order for electricity, motion, mechanics, work and energy, magnetism, heat, change of state (acoustics), optical, energy and information; Difficulty in the high school chapters from big to small order for electricity, exercise, work and energy, mechanics, magnetism, thermology, acoustics, change of state, optics, energy and information; The difficulty of the junior-high cohesion part from big to small order for electricity, work and energy, magnetism, sound, movement, change of state, force, information, optical, and thermal energy.4. In terms of the gradient of difficulty junior-high school cohesion of the difficulty of gradient from big to small order for electricity, work and energy, magnetism, sound, movement, change of state, force, information, optics, energy, thermal. Secondly, according to the results of interviews with the teachers and students, we think that there was some difference in the theoretical value calculated and the actual situation. Due to the formula is a static model, we dont’t consider dynamic factors,such as teacher, student, structure of book; Interview conclusion with teachers and students is the result of the interaction between subjective and objective factors.To reasonably analyze gradient of book’s difficulty, we should combine static and dynamic factors from every perspective to complement the conclusion.Finally we put forward some references to textbook writers and users. When writing textbooks,writers should comprehensively consider structural factors such as teacher, student, knowledge itself, structure and so on.And we make gradient of difficulty rationalization, accords with the development law of teachers’teaching and students’learning. For users especially the teachers, they should fully research and analyze the textbooks when having class,grasping the difficult point of teaching knowledge and internal contact, take the easier teaching methods that make students understand, reveal our hard knowledge, teach students how to learn, to overcome impact which the gradient of difficulty of t high school physics knowledge, and have an effective system of knowledge structure.