Research On The Relationship Between The Phases Of Physics Course And Cognitive Development Of The Students

Nowadays, science and technology are developing very quickly, physics is a key factor intechnological development. Today’s teenagers are growing into the powerful of mortherland inthe future. They are the best hope for China. So collegical physics education takes on the role ofrejuvenaning our country with science and technology. One of the most significant researchsubjects is the relationship between high school physics and college physics.Many scholarshave analysised and discussed connection problem between middle school physics and highmiddle school from a different angle. In this article, author divided study of physics into threestages：high school physics, general physics, theoretical physics. The reasons of dividing likethis is that forms of the three stages are different: the high school physics researches physicalphenomenon, general physics recearches relation of physical laws, theoretical physicsrecearches a physical system built with physical conception and physical laws.“Inner、inter、outer” stage treory is viewpoint of Piaget’s Cognition in therory. It emphasizes the students’cognitive development impacts on the stage of connection problem caused by physics course.The methods of recearch is correlation and analysis of educational statistics, sample isundergraduates from Department of Physics And Electronic in Shandong Normal University,the class of2008. Firstly, the author analysed and discussed the correlation among of SATphysics scores, general physics scoers and theoretical physics scores. Author found thecorrelation coefficients between SAT physics scores and general physics are lower than thecorrelation coefficients between general physics and theoretical physics. After entering acollege and studying general physics. Results redsitribute: the students whose result of highschool is good, his result of general physics are not always good; the students whose theoreticalphysics is good, his result of general physics is also good. It embeded the process from divisionto adaptation on students’ achievement. The students after high middle school just comescollege have not get into character completely.Course content has changed a lot, but the way ofthinking stay the same. S So cognitive ability is unmatched in course development, it directlyimpacts on results. With in-depth study. Students adapt to university physics, change of mind make studengts get better. Polarization of students’ performances depends on relations betweencurriculum development and cognitive development. Through analysis senior secondarycurriculum and college course,we summrizes below: high school physicss summarizes physicalconcept and the laws of physics from phenomenon; general physics connections among thelaws of physics, build physical model; theoretical physics seize knowledge structure as a wholeand have more general meaning. Then combined it with the stage of students’ cognitivedevelopment. On the stand of curriculum, the author stated the relationship between the phasesof physics course and cognitive development of the studengts, and analysed the cause ofdivision. Finally, the author summarized how college students adaped to college physics fromentrance to graduation, and give advice to improve the teaching of the college physics.