A Study On The Bridging Practice Of Physics Teaching In Junior And Senior High Schools Under The Background Of Core Literacy

The 19th National Congress of the Communist Party of China proposed to implement the general requirements of "fostering virtue through education" and develop the core literacy of students.In order to implement this goal,the Ministry of Education issued a new curriculum standard for ordinary senior high schools in 2017,clarifying that each subject should develop the core literacy of students.In terms of physics,senior high school physics has higher requirements on the depth of knowledge and thinking level than junior high school,which makes students have some difficulties in high school physics learning.Therefore,in the context of core literacy,what should high school teachers do to make students better adapt to the learning of high school physics,and develop students' core literacy has become an urgent problem to be solved.On the basis of reading and analyzing the status quo of a large number of domestic and foreign research results,combined with constructivism theory,cognitive development theory,and zone of proximal development theory,this thesis conducts a questionnaire survey on the students of Minquan Senior High School in Shangqiu,and also interviews with some students and teachers to understand the current problems in the physical connection between junior and senior high schools.The survey results show that there are differences in the core literacy requirements of junior and senior high school physics,great changes in the teaching content of junior and senior high school physics,different physics learning methods for junior and senior high school students,students' own personality,interests,learning attitude factors,and the improper teaching methods of teachers.In view of these problems,combined with my teaching experience,a teaching connection strategy under the background of core literacy has been explored.Based on the strategy of teaching connection,the teaching design of "acceleration","friction" and "Newton's first law" in high school physics is designed and applied in teaching practice.A semester-long teaching practice is conducted with Class 7 as the experimental class and Class 8 as the control class.At the beginning of the practice,on the one hand,the current situation of the physical connection between junior and senior high schools is investigated by means of questionnaires and interviews;on the other hand,the statistical analysis is carried out on the admission scores of the students in class 7 and 8,and concluded that there is no significant difference in the entrance scores of students in the two classes.After the practice,firstly,the core literacy of the two classes is compared by analyzing the test questions and questionnaires.Secondly,the mid-term and final scores of the two classes are respectively analyzed by statistical to test the effect of teaching cohesion.The experimental research shows that the connection strategy of physics teaching in junior and senior high schools proposed in this thesis is feasible,which can not only improve students' physical performance,but more importantly,promote the improvement of core literacy,implement the fundamental task of fostering virtue through education,and lay a solid foundation for students' life-long development.