Research On Links Between Junior And Senior Physics Teaching In The New Curriculums

With the development and revolution in junior Physics teaching in the last few years, present senior physics curriculums and materials are apparently backward in teaching for teachers as well as in learning for students. We will have to pay our attention to a series of gaps which lie commonly in materials, ideas and learning styles due to the fact that senior students are always complaining about the overwhelming difficulties in physics learning. According to ideas from constructivism and newly complied curriculums, a task to build bridges across these gaps or to help students to complete the process more smoothly is of significant importance. New missions and senses have been added to original senior physics teaching if teachers focus on student-center teaching and lifelong development principle. By refreshing our teaching ideas, reforming our teaching methodology as well as students'learning styles, we can shift sole knowledge acquirement to scientific thinking fostering, whole-person sustainable development, especially to completely this process successfully.So far, research focused on the process from junior to senior in physics teaching is making its first few steps and a guiding conclusion has not been accepted commonly. First, a completely new think and attempt has been presented in this paper based on material analysis and present teaching conditions, which begins with inspiring teaching and ends up with a natural and smooth process achieved from junior to senior. Then, an exploring teaching model has been led in four types of classes, which are conception class, rule class, experiment class and review class. A series of comprehensive methods in physics has been attempted to these specific procedures including issue analyzing, conception presentation and experiment ability fostering.A contrast between experimental class and control class after a year experimental practice has shown that abilities in the former have been improved a lot. This program is mainly composed of three sections. First, there is general description of this paper based on teaching theory and guidelines from junior and senior curriculums. Second, after a series of investigations and experiments has been launched to find out the causes of these gaps between junior and senior Physics teaching, effective measures are being taken. Finally, some key achievements have been accomplished with the procedure of these measures being put into practice, which are of value in senior Physics teaching.