Research On The Physics Teaching Cohesion Between College And High School

The basic concepts,methods and theories taught in introductory physics(also named as college physics in China)course are the basis for science and engineering students to learn many other professional courses in the future,and they are also an important part of students’ scientific literacy.However,for freshmen who are accustomed to the teaching mode of high school,introductory physics has a high starting point and is difficult to learn,therefore,many students have unadaptive learning obstacles,which also cause great disturbance to introductory physics teaching.Therefore,it is particularly important to study on the physics teaching cohesion between college and high school.Taking the electromagnetism part of introductory physics as an example,this study integrates the zone of proximal development(ZPD)theory and the scaffolding theory into the teaching activities of electromagnetism,and tries to use educational theory to improve the teaching process,and helps students overcome unadaptive learning obstacles,thereby trying to solve the problems of the physics teaching cohesion between college and high school.The study mainly focuses on the three parts:electrostatic field,stable magnetic field,and electromagnetic induction of the electromagnetism in introductory physics.For each part,the author first compared and analyzed the knowledge systems and thinking methods of introductory physics and high school physics to look for the difference and overlap between them.At the same time,the questionnaire survey method was used to understand the physical basis of students through pre-test data.In conjunction with the learning goals of introductory physics,the author identified students’ ZPD in order to select seminar exercises in their ZPD.Next,based on the above preparations,the author used the ZPD theory to guide the conduct of the seminars,and also recorded and analyzed the students’answers and the seminar processes.After completing new courses,the author conducted post-tests and interviews with students,and used SPSS and Excel software for data statistics and analysis.At last,combining all the data and materials collected,the author evaluated the effectiveness of the teaching cohesion of the electromagnetism course in college and the seminars based on the ZPD theory.The study found that:(1)Although the knowledge system of college electromagnetism is a spiral rise on the basis of high school electromagnetism,the focus of college electromagnetism is different from that of high school electromagnetism,and the required physical thinking ability and method application ability for students are greatly improved.In the teaching process of each chapter,teachers must pay attention to the basic knowledge learned by students in high school,pay attention to the students’ ZPD,pay attention to the conduct of teaching cohesion,and timely inform students of some issues that should be paid attention to during the learning process of college electromagnetism.(2)During the process of the teaching cohesion of electromagnetism,teachers must teach students to master mathematical thoughts and methods,such as "the thought of differential and integral",and emphasize that students should be proficient in the use of mathematical tools to study physical problems.The lack of math ability has made it difficult for many students to learn electromagnetism well.(3)The teaching cohesion of the college electromagnetism course is effective.And the results show that teaching cohesion is most effective for students with high grades,followed by students with medium grades,while students with poor grades are less effective in teaching cohesion.(4)Seminars based on the ZPD theory are most helpful to students with medium grades,followed by students with high grades,and less to students with poor grades.Combining with the research conclusions,the author puts forward some teaching and learning suggestions to teachers and students,with a view to alleviating the problem of the physics teaching cohesion between college and high school and improve the quality of introductory physics teaching.