Research On The Articulation Teaching Of Middle And High School Physics Based On The Theory Of "Advanced Learning"

With the in-depth development of China’s basic education curriculum reform,comprehensively cultivating qualified talents has become the core task of education at this stage.In the 2017 edition of the "General High School Physics Curriculum Standards",the academic quality level is divided,showing a progressive relationship from low to high,which coincides with the concept of advanced learning theory that divides students’ learning process into multiple horizontal levels.The knowledge of"interaction and laws of motion" in high school physics spans a large span compared with junior high school,and many high school freshmen are not very comfortable in learning.Based on the advanced theory of learning,this project takes the theme of"Interaction and Laws of Motion" as an example,aiming to realize the close connection of middle and high school physics teaching,so as to narrow the span of learning content,help high school freshmen successfully complete the transition from junior high school to high school physics knowledge,and adapt to high school physics learning faster.It also provides new ideas and references for front-line teachers to better implement the bridging teaching of middle and high school physics.The research methods used in this project mainly include literature research method,survey research method,and action research method.The paper consists of the following seven parts:The first part is introduction.It briefly introduces the research background of the project,the research status of advanced learning theory and the articulation of physics concepts between junior and senior high schools,the purpose and significance of the project research,and the ideas and methods of the project research.The second part is conceptual definition and theoretical basis.Firstly,the concepts of articulation and learning advancement of middle and high school physics teaching are defined,and then the main connotations of recent development area theory,Piaget’s cognitive development theory,Bruner’s cognitive discovery learning theory and constructivist learning theory are expounded,which provides theoretical guidance for the research of this topic.The third part is the investigation and analysis of the current situation of high school physics concept teaching.The author conducted a survey in the internship school by means of student questionnaires and teacher interviews.Through the statistical analysis of the survey results,the existing problems in the teaching of high school physics concepts are summarized,which provides a basis for the research of this topic.The fourth part is a comparative study of "interaction and laws of motion" in middle and high schools.The author compares and analyzes the relevant contents of the middle and high school physics curriculum standards and textbooks,which lays a good foundation for the research of this topic.The fifth part is the bridging teaching of "interaction and laws of motion" in middle and high schools based on advanced learning theory Study.The author first compiled the test questions of six important knowledge in the "Interaction and Laws of Motion" module of junior high school physics,tested the freshmen in high school,and further understood the learning basis and mythical concepts of this part of the knowledge.Then,based on the advanced learning theory,the high school physics course standards and combined with the test results were explored and established the starting point,end point and hierarchical design of six parts,including gravity,elasticity,friction,Newton’s first law,Newton’s third law,and the synthesis and decomposition of force,and constructed the relevant learning progression.Finally,taking the concept of "gravity" as an example,a bridging teaching strategy of middle and high school physics based on advanced learning theory is proposed.The sixth part is an example of middle and high school physics bridging classroom teaching based on advanced learning theory.The author took advantage of the internship opportunity and used some of the teaching strategies proposed in the project research to carry out the teaching practice of "Newton’s First Law" in middle and high school physics bridging based on the advanced theory of learning.The seventh part is summary and eflection.This paper summarizes the author’s main achievements in the process of conducting research on this topic,and reflects on the remaining shortcomings of this research project.