| Whether it was in the system of classical mechanics and physics teaching in middle school, Newton’s laws of motion hold a very important position. The survey found that students learning exposed many of the problems in university physics after entering the University. 1) Learning attitude of students had grandiose aims but puny abilities. 2) Teachers were running behind schedule blindly. 3) Students were still staying in the elementary mathematics to solve physics problems. Therefore, in view of the important position of Newton’s laws of motion, great significance of textbook analysis and the problems in the teaching of university physics, the contents of " Newton’s laws of motion" in physics I were analyzed deeply in high school published by PEP by using the methods of interview,literature analysis and comparative analysis. And on the basis of teaching methods for physical and mechanical parts of the university, the corresponding teaching and evaluation suggestions were mentioned.1. Based on Constructivism Theory and Gardiner Theory of Multiple Intelligence, the contents of " Newton’s laws of motion" have been study.From the development of the physical education teachers, personal and professional growth and the teaching material analysis have been discussed.According to the correct understanding of curriculum, teaching view, a careful analysis of teaching content, structure, design intent was made and step on how to scientific analysis of middle school physics teaching.2. According to the results of analysis and the psychological characteristics of students, some suggestions for the teaching and evaluation were put forward.1)Use vary teaching methods.In order to achieve the goal of cultivating students’ multiple intelligence,teachers could do their best to develop and apply a variety of teaching resources in the teaching. 2) Make the teaching contents more closely to our life. Teachers should avoid the boring knowledge in the teaching process, so they should set up appropriate teaching situations that make the knowledge with soul and vigor. In addition, these situations fully embody the practicability of physics. Based on the original knowledge structure, the situations also promote students to construct new knowledge system forwardly by the way of assimilation and adaptation.3)Instructional models should be comprehensive. During the teaching process the teachers should pay attention to abandon the traditional teaching modes, "transmission--receive", for example. It played a significance role in promoting students learning motivation by elicitation, experimental research, to discuss cooperation and many kinds of teaching modes, gained the cultivation of students’ scientific literacy and scientific attitude.3. The comparison about related content on the middle school physics textbooks and university physics textbooks has been made. In this part the enlightenment about the mechanical part of university physics teaching was mainly introduced, and some suggestions for university physics and middle school physics cohesion in teaching and learning were made: 1) A variety of instructional models should be used, such as the scientific research model, self- regulated model and inquiry teaching model. Thus, a variety of instructional models can stimulate students’ interest in a subject and improve the efficiency of their study. 2) Pay attention to the teaching content link. The middle school students lacked the knowledge of Higher Algebra,so that they could understand the one-sided of the content.The knowledge structure of the students should be reconstructed and combined by the teachers in university physics in the teaching process.The differential- integral equations should be used to analyze and interpret the related knowledge. At the same time, teachers should pay attention to make comparisons with physical meanings we understand in middle school. Then, the use of physical dimension should be noted.A kind of phenomenon that the numerical calculation was made directly, ignored the calculation process of physical quantity. Teachers should pay attention to how to deduce the physical quantity when teaching physical dimension.In order to guide the students to calculate the relationship about physical quantities firstly in the problem solving process.Most of the vector in high school physics is the direction of the line, ignoring the direction of the vector. Teachers should remind students to pay attention to the correct representation of the vector and scalar in the teaching of middle school.Finally,the summary of this thesis proposed on the related problems and the direction of improvement :1) Make further study on the teaching method 2) Do more research and practice about the results of this study 3) Research on the students in different areas, the universal teaching suggestions will be worked out. |
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