Research On The Connection Problems And Countermeasures Of Physics Teaching In Junior And Senior High Schools

The continuous process of deepening the reform of basic education in China has put forward clear requirements for the development of students’ core literacy,emphasising that teaching in each school section should pay attention to organic articulation,mutual coordination and coherence,and ensure the formation of a unified training system.The2022 edition of the Compulsory Education Physics Curriculum Standards has shifted from the traditional curriculum standards system to the core literacy model,and there are differences in competency development between junior and senior high school sections.Students will face difficulties in bridging junior and senior high school knowledge if they cannot change their learning strategies and improve their learning methods in time after entering senior high school.Therefore,it is important to solve the current problems in the interface between junior and senior high school physics teaching.This paper analyses the problems of the junior-senior physics interface through theoretical foundations,literature studies,questionnaire surveys of senior students and interviews with junior-senior teachers,and proposes corresponding strategies to solve them.Because the sophomore level is a critical period for physics learning,more content is learned and more abstract,and the effectiveness of learning at this level will have a great impact on the senior year learning and the entrance examination.Therefore,this paper aims to propose a systematic and practical bridging strategy by taking electromagnetism as an example in the Senior high school sophomore of study.This paper firstly takes learning transfer theory,meaningful learning theory,nearest developmental zone theory and cognitive development theory as the guide,and analyzes the reasons for the difficulties in the interface between junior high and senior high school from four aspects,such as teaching materials,subjects,students and teachers,which are mainly reflected in the following aspects: students’ intimidation,students’ lack of learning strategies,students’ weak thinking ability,teachers’ single teaching style and The main reasons are: students’ fear,students’ lack of learning strategies,students’ weak thinking skills,teachers’ single teaching style,and imperfect evaluation methods.In view of the above problems,this paper proposes the following feasible strategies for the teaching connection from two aspects: focusing on the connection of teaching objectives;optimizing students’ learning cognitive strategies;improving teachers’ teaching methods;and integrating teachers’ teaching and research activities.After that,we analyzed the standards and textbooks of electromagnetism in junior and senior high schools,and established the general steps for the teaching interface of electromagnetism: determining the starting point and ending point;teachers building the ladder;students’ internalization of the connection;and feedback on understanding and application.Finally,the proposed teaching strategies are applied to the teaching design case with the example of "Fluting Law" and the teaching design is applied to the teaching practice of front-line teachers.The feedback results from teachers and students show that these teaching strategies improve students’ interest in learning and promote students’ internalization of relevant knowledge.Therefore,the findings of this paper can provide theoretical references and pedagogical references for front-line teachers’ teaching practices.