| Since the basic education curriculum reform was launched nationwide in 2010,in order to meet the needs of different regions and different students,the overall structure of the middle school physics curriculum is now the junior high school obligation section: the second grade(below),the third grade physics,the compulsory section Compulsory one,compulsory two and elective section elective 3-1,elective 3-2,elective 3-3 or 3-4,elective 3-5 mode.The entire middle school physics course is a course structure that coexists in three stages: the obligation section,the compulsory section,and the elective section.The arrangement of the three-stage knowledge content is not a juxtaposition of simple knowledge modules,nor is it simple from the easy to the difficult rise,but from the shallow to deep knowledge system,from the content structure layer.The first stage of the junior high school obligation section is the understanding stage.The knowledge content involves the knowledge of the compulsory and elective sections.It also includes buoyancy modules,pressure modules,mechanical modules,etc.,covering all physics knowledge points,and most of the physical phenomena of life.The requirements are not high,and the introduction is shallow;the second phase of the compulsory section is the learning phase.The main content is the in-depth study of the two modules of the compulsory segment movement and the force module and the electrical module,focusing on the construction of the student mechanics and electrical knowledge system;The third stage takes the elective section as the research stage.The main contents include the magnetic knowledge,optical knowledge and atomic structure knowledge of the junior high school obligatory section.On the basis of the study of the mechanics of the high school compulsory section,the research study of the electrical module,the magnetic module,and the mixing Field modules,wave modules,etc.,focus on cultivating students’ complete construction in the physical knowledge system and enhancing the core literacy of the physics discipline.At present,middle school students generally reflect that physics is difficult to learn,especially the cross-stage physics learning is more obvious.The problem of physical connection teaching has not been solved,and it is imperative to solve this problem.According to the knowledge of the network,there are many studies on the connection teaching at different stages in the middle school.In terms of physics,the connection teaching is the connection between the third and the first year;the minority appears,the strategy of the obligation and the compulsory section is connected,science Connect with physics teaching.However,the problem of convergence has still not been solved.For different stages of learning,it is necessary to acquire the foundation of skills and knowledge in the previous stage.This is a necessary condition to better help students solve the problem of convergence.The research of this dissertation aims to carry out the research on the three-stageteaching connection problem of the physical obligation section,the compulsory section and the elective section of the middle school.The teacher who plays the leading role in the teaching is the research object,and the teaching design-teaching case is the research subject,and the connection teaching is found.The problem and try to propose a solution.This thesis mainly adopts the questionnaire survey method and interview method,and takes the curriculum standards and constructivist learning theory as the main research basis.There are four parts in total:The first part discusses the research background,research methods and research significance,as well as the research summary at home and abroad.It is proposed that in order to better implement the teaching connection,the three stages of the compulsory section,the compulsory section and the elective section of the middle school physics can be connected..In the second part,the concept definition of the research object is defined.Piaget’s cognitive transfer theory,recent development zone theory and constructivist learning theory are used as the basis for the study of the articulation teaching theory,which provides the basis and guidance for the study of the connection teaching.The third part discusses the construction of the three-stage articulation teaching system.Questionnaires and interviews on the connection teaching of high school physics teachers in a middle school in Changji Prefecture,summarizing the current situation of the three-stage teaching connection of middle school physics and analyzing its existing problems,and linking the junior high school physics curriculum standards,the syllabus requirements and the people’s education textbooks.Based on the comparative analysis and the relevant theoretical foundations,the principles and methods for the convergence of teaching content are proposed,and the connection situation of the three-stage teaching content is found.In the fourth part,the general steps of the design of the teaching content are summarized,and the two parts of the constant content of the typical content are selected for the practical exploration of the design.Finally,the topic is summarized and the shortcomings are raised. |
