Research On The Connection Of Physics Curriculum In Junior High School Under The Background Of New Curriculum Reform

The new curriculum reform of basic education has been implemented for13years, under the reform, the curriculum objectives of the secondary school and high school physics training students from the three dimensions of the knowledge and skill, process and method, emotion attitude and values, so the multiple dimensions curriculum objectives reflect the idea of modern education, and there is a goal to cultivate a personality of modern citizens. The road is long, bumpy, full of expectations and challenges. The path of curriculum reform is extending in the thorn deep jungle, the problem will be solved in practice, theory has been improved in dispute and contest gradually.The secondary school and high school physics curriculum reform is an important part of the new curriculum reform, it bears the responsibility to improve national scientific literacy mission. Therefore, the secondary school and high school physics curriculum reform related to the fate of the nation, its development affects every educator, physics curriculum reform guide educators direction. Physics curriculum objectives, curriculum implementation concept, the idea of course evaluation is changing with curriculum reform, this change prompted the course content, teaching philosophy, learning constantly changes. In this case, the connection between secondary school and high school physics curriculum have gradually emerged, teaching and learning methods are gradually beginning to cause problems, the students can understand well in class, but they can’t do ones home work after class. In this paper, in order to understand the current research and the plight of today’s secondary school and high school physics curriculum articulation facing problems to be solved, the author read a lot of literature and investigate the actual situation. The author uses cognitive psychology educational psychology and curriculum theory, analyzes the current situation and causes of secondary school and high school physics curriculum from the micro, meso, macro three perspective. The micro perspective focuses on secondary school and high school physics curriculum of physics curriculum to contain cohesion in principle and the psychology of students, it is concerned about the effect of physical curriculum goal, curriculum content, physical psychology of students individual differences in secondary school and high school physical courses. The meso perspective analysis of reasons joining method of secondary school and high school physics courses, it reveals the factors affecting between secondary school and high school physics curriculum, teaching in the teaching process, method and concept learning method. The macro perspective analysis on effect factors of cohesion between the secondary school and high school physics curriculum perspective, from the society the school the family perspective, it tries to find the influencing factors between secondary school and high school physics teaching from family school and social factors. Finally, the pager combings the current situation of secondary school and high school physics courses problems, it puts forward some countermeasures from curriculum implementation level and the operational level, the conceptual level is mainly to study text including the curriculum objectives, curriculum content, the design of teaching. The operational level is that the teacher puts forward countermeasures according to the students’ interest in learning, attention, thinking ability, learning methods, learning habits in the curriculum implementation and curriculum evaluation.