Research On The Physics Teaching Cohesion Between College And High School With The Scaffolding Theory

The eighth curriculum reform in China has had a profound impact on high school physics teaching.The current modularized elective mode of high school physics leads to the partial absence of students' physical knowledge structure,which has caused a great disturbance to the physical teaching of the university,and has made the physics teaching convergence problem between the university and high school become especially prominent.From the perspective of teaching goals,the research on the physics teaching convergence problem between the university and high school,it's purpose aims to help students transition smoothly from high school physics studies to university physics studies by improving the teaching process.In recent years,the scaffolding theory has been widely used to guide instructional activities.The theory advocated diagnosis based on students' current learning level,and proposes to provide learners with adaptive support,guides students to transition from low-level learning level to advanced learning level,and gradually withdraws scaffolds to promote students' independent construction of knowledge.Therefore,the Scaffolding Theory's guiding ideology for teaching activities is compatible with the purpose of studying physics teaching convergence.Based on this,this paper proposes to integrate the scaffolding theory into the teaching activity of university physics,and to study the physics teaching convergence problem between the university and high school.First,based on the literature analysis of the linkage between educational scaffold theory and physics teaching convergence,the author constructed a scaffold teaching activity process based on the education scaffold theory,combining the characteristics of the teaching mode of the prompt teaching method and the peer teaching method.Then,the physical knowledge system of college physics and high school physics is compared as a whole,so as to find the breakthrough point for constructing learning scaffolding.In order to further put the theory into practice,the author took the example of mass kinematics,particle dynamics,mechanical vibration and mechanical waves in the mechanics in the university's physics,and applied the timely teaching method and the peer teaching method to carry out practical teaching research of scaffolding,analyzed the students' pre-class preview and in-class study performance to draw the relevant conclusions.The research results show that the use of educational support theory to guide university physics teaching has a good adaptability;providing students with appropriate learning support can guide students to deepen the understanding of the concept of university physics,and is conducive to training students' self-learning ability and sense of collaboration.In the end,the author carried out a reflection on the problems that occurred during the entire research process,and put forward some reasonable suggestions for the follow-up related research,hoping to promote the teaching of college physics and improve the quality of teaching.