A Study On Supporting Problem Of Mathematical Knowledge In High School Physics

As the saying goes,"Mathematics and physics cannot be separated",there is indeed a close connection between mathematics and physics.One of the important goals of the new curriculum reform is to dilute the boundaries of the disciplines and strengthen interdisciplinary links and integration.However,there is an essential difference between mathematics and physics.Each has its own characteristics.It is inappropriate to attempt to confuse the boundaries of disciplines.We should make clear the difference between physics and mathematics and work hard to strengthen the connection and collaboration between the two under the framework of the subdisciplines,therefore,build a broad curriculum integration.First of all,we used SPSS and excel to analyze the grades of the first mock exam of 12,904 senior high students in a certain city.A bivariate correlation analysis was performed on their grades of Chinese,Math,English,Physics,Chemistry,Biology and total scores,and a scatter plot was drawn using a spreadsheet.The specific steps were as follows: 1.Analyze the overall grades.2.Sort the total grades in descending order.Divide the overall data into 12 groups in turn.Each group had 1,000 students.The conclusions are as follows: The correlation coefficient between mathematical grades and physical grades is not a definite value and varies with the level of physical grades.The correlation coefficient image between the two is similar to "U".And compared with other disciplines,there is no special correlation between the two.Secondly,for the phenomenon that “the correlation coefficient image between mathematical grades and physical grades is similar to ‘U'”,we hope to obtain an explanation through the investigation of the mathematical knowledge and the degree of demand in the high school physics learning process.The survey results show that in the high school physics learning process,there are 17 junior high school mathematical knowledge in demand,and 22 high school mathematical knowledge,and the degree of demand for certain knowledge is generally higher.Based on this,the author believes that: students who have lower physical grades are not good at math,they cannot fully grasp the mathematical foundation needed in physics learning,so the situation that mathematical grades affected their physical grades in disguised form obviously happened to them.The correlation between mathematical grades and physical grades is relatively high;the student with excellent physical grades must have high mathematical quality and have excellent mathematical grades,and the correlation between the two is also high;for the students with middle physical grades,there are many causes,so the correlation between the two is relatively low.Thirdly,in the survey of the combination of mathematics and physics courses in the actual teaching process,we found that,relatively speaking,there was a serious lag in high school mathematical knowledge.As far as the mathematics course itself is concerned,it is organized according to a certain logical system and according to the cognitive laws of students,which is theoretical and systematic.In addition,because it is not specifically created for learning physics,most mathematics teachers do not care about physics teaching arrangements in teaching.Therefore,the combination of mathematics and physics courses in high school teaching is not very good.Finally,we investigated the phenomenon of negative migration of mathematics to physics.Since physics and mathematics belong to different disciplines,there are fundamental differences between the two.In examinations,the students' practice of applying knowledge points mechanically does not apply.When students use mathematical tools to solve physical problems,they often easily overlook the physical meaning of the problem,resulting in negative migration.For the above teaching research,in this paper,the author discusses the differences between the mathematical tools used in pure mathematics teaching and the mathematical tools used in physics teaching in the next chapter.Mainly include: trigonometric functions,vectors,images,plus or minus,ratios,calculus,etc.In this paper,the author describes in detail the application of various mathematical tools in physics,and the physical meaning they are given.The author hopes to help middle school physics teachers,middle school mathematics teachers,and even high school students to correctly understand the differences and connections between mathematics and physics,and to clarify the supporting role of mathematics in high school physics teaching so that "Mathematics and physics cannot be separated" truly in high school studies.