Research On Teaching Strategies Of Physics Linking In Junior And Senior High Schools From The Perspective Of Advanced Learning

This study is based on the learning progression theo ry and takes "force and motion" as an example to study the transition between junior high and high school physics.The purpose of this study is to explore the problems of the middle and high school physics interface and to find appropriate teaching strateg ies to enable students to move smoothly from middle school to high school physics,and to provide some ideas for schools and subjects that have problems with the middle and high school interface.The main contents of this study include:(1)to compile the theoretical and practical studies on "learning progression" by domestic and foreign scholars,and to explore the possibility of applying the learning progression theory to the transition between junior high and senior high school physics teaching.(2)To u nderstand the current situation of teaching "force and motion" in middle and high school physics through questionnaires and interviews.(3)To compare and analyze the textbook contents and curriculum standards of "force and motion" in junior experimental method,questionnaire survey,mathematical statistics and interview method,and the following conclusions were obtained of the students said they liked physics on this learning progression theory,the teaching level and content span were divided and appropriate teaching strategies were obtained.(4)To complete the teaching design of "force and motion" in middle and high school and evaluate the teaching design.In this study,276 students in the first year of high school A were studied by using literature analysis,experimental method,questionnaire survey,mathematical statistics and interview method,and the following conclusions were obtained:(1)30.2% of the students said they liked physics in junior high school and senior high school.After entering high school,48.8% of the students were slow to adapt to high school physics.62.3% of the students thought their physics scores had regressed after the first semester of senior high school compared to junior high school,and58.5% of the students thought that high school physics was very difficult and far from junior high school.(2)36.4% of the students think that junior high school physics has some influence on senior high school physics,47.2% of the students think that there is no conflict between junior high and senior high school physics mechanics,28.7% of the students think that they have difficulty in learning physics mainly because the content of senior high school physics is too deep and difficult to understand,and 50.3% of the students say they c an only understand part of the content of mechanics when they preview it.(3)The descriptive statistics of the dimensions of the high school mechanics learning situation questionnaire showed that the dimension with higher score was the physics mechanics l earning effectiveness dimension(4.34±0.64),and the dimension with lower score was the physics classroom atmosphere dimension(2.31±1.05).(4)There were significant differences in students’ learning effectiveness of physics mechanics,interest in physics learning,physics teaching methods,and perceptions of physics bridging instruction in terms of students’ gender(p<0.05),and there were no significant differences in students’ physics classroom climate in terms of students’ gender(p>0.05).