A Preliminary Study On The Causes And Breakthrough Strategies Of The Difficulties In Physics Teaching In Senior One

The original intention of the reform of the college entrance examination is to give high school students the opportunity to choose their favorite or good subjects,but a phenomenon of "abandoning physics" has emerged seriously in recent years,which obviously runs counter to the original intention of education reform.There are several reasons why students do not consider physics as a college entrance examination.One of the key reasons is the fact that physics is too hard to learn.what is the difficult knowledge in physics? What are the reasons for these teaching difficulties? How to make an effective breakthrough? This is a problem that needs to be studied urgently.The study of these problems also has certain guiding significance for physics teachers to implement classroom teaching.Physics subjects in senior one is the basis of physics learning during senior middle school,and it has a vital impact on the learn of physics subjects.Therefore,the study of the reasons for teaching difficulties in senior(providing that more than 50%of the survey respondents consider the difficult chapters as the teaching difficulty),combined with the psychological and cognitive characteristics of students to initially explore the corresponding strategies to solve the difficulties,and it is meaningful.Based on the recent development zone theory and constructive learning theory,this paper conducted a questionnaire survey on difficult chapters in senior,analyzed the reasons for the formation of difficulties,and proposed breakthrough strategies.The questionnaire based on the curriculum standards and examination outline.It sorted out the relevant knowledge points in the first-grade physics of senior middle school(Shanghai version),combined the survey of the questionnaire,interviewed with teachers and students,and statistics on the data to answer the following questions:first,sort out the difficulties knowledge aims,second,whether the common and excellent students have the same understanding of difficulties,third,whether the teachers and students have the same understanding.According to the survey,teachers and students had clear difficulties: the application of compressed gas,the conservation of mechanical energy,the application of Newton's law of motion,Copoint force balance,the relationship between gas pressure and temperature,the relationship between gas pressure and volume,and Newton's second law of motion,Mechanical vibration,kinetic energy,force decomposition,how fast the speed changes-therelationship between acceleration,work and energy changes.It was concluded that there was no significant difference in the understanding of teaching difficulties between ordinary and super students through T test,but there was a significant difference between teachers and students.Based on the statistics,combined with the cognition characteristics and psychological development laws of the students in learning physics,the causes of teaching difficulties were identified as follows.First,the content is abstract and some mathematical knowledge is lagging.The concepts are similar and easy to confuse,and the arrangement of mathematical lags behind the physical content.Second,the students' thinking and cognitive style are manifested as: complex phenomena,strong generalization of texts,lack of perceptual knowledge,and their experience does not conform to physical facts on the surface.Third,Physics teachers' own factors.Four,School aspects,manifested as: less lessons and hardware facilities.Based on the analysis of the student's learning process,according to the different types of difficulties,the suggestions and specific teaching cases of the interviewed teachers,the corresponding strategies were proposed specifically.First,using experiments to visualize abstract things to build a generative classroom.For the problem of lagging mathematical knowledge,we adopt a perspective and a circuitous way to solve difficulties.Second,creating analogy and contrast in physical situations.Third,using the "basic model" to enter and exit,and building a moderate ladder.Forth,demonstrating self-made teaching aids to strengthen cooperative learning;Five,using their experiences to strengthen the interchange between teachers and students.Six,improving the professionalism of the teachers.In summary,teachers should pay attention to the demonstration of experiments the teaching process,the construction of basic models,strengthen the cooperation,use the external environment to reconstruct the existing knowledge structure,and promote students' learning,and then break through the difficulties?...