The Study About The Problems Of Electricity In The Physics Teaching Transition From Junior School To Senior School

In order to settle the difficulty of studying senior high school physics and promote the effective learning of high school physics,research on the connection in physics teaching from junior high school to senior high school has always been a hot topic in education.On the one hand,physics knowledge learned in junior high school and high school shows positive transfer;on the other hand,it shows negative transfer.The breadth and depth of physics in junior and senior high schools are different.Physics learning in junior high schools mainly focuses on qualitative analysis,while junior high school physics learning depends largely on quantitative analysis.Teaching methods are different,too.Teaching in junior high school is generally combined expository method with experimental method,and reading is also adopted to make the students have a simple understanding of some extended knowledge.However,in senior high school,expository method is mainly engaged,while experimental method is used as an auxiliary.Learning requirements are different.Physics learning in junior high school is aimed at the senior high school entrance examination,and the knowledge involved is not difficult,so the students are required to have a comprehensive view of the relevant knowledge;while high school physics learning aims to the college entrance examination.As a selective examination,it requires the students to solidify the foundation and pay attention to the key knowledge.Since the knowledge of electricity is a key and difficult part in physics learning for both junior and senior high schools,the research on the connection of electricity teaching in junior and senior high schools is of great significance,which has certain referential value for promoting the development of basic education.In order to better solve the problem of connection of electricity teaching between junior and senior high school,in this paper a large quantity of literature review has been referred to and the research methods are summarized.What's more,the author's teaching experience and effective teaching methods during working are also integrated,as well as the relevant solutions to the connection teaching.This article is divided into six parts.The first part is the introduction,in which the background,purpose and significance of the research are put forward.By reading and analyzing the relevant literature review on connection teaching from junior school to senior high school at home and abroad,the author obtains the specific research content and the corresponding research methods.The second part is about the research theories.The definition of physics teaching connection from junior to senior high school,relevant learning theories,and students' cognitive development theories are discussed.The third part is the comparative analysis of electricity teaching in junior and senior high school physics textbooks.The fourth part is the study on the connection of electricity teaching in physics between junior and senior high schools,in which the research on the current situation of senior II students' study of physics is carried out and the senior high school teachers are interviewed.The fifth part is the corresponding measures to the research questions and the practical effect of connection of electricity teaching in junior and senior high schools is tested.The sixth part is the research conclusion and prospect.Research on the connection of electricity teaching between junior and senior high schools can not only help teachers to choose appropriate teaching methods for efficient teaching,but also improve students' interest and self-confidence in studying high school physics,remove students' psychological obstacles in the learning process and promote the development of students' ability in scientific thinking and scientific inquiry.Therefore,this paper,a research on physics teaching connection,is not only beneficial to the effective teaching of electricity in physics,but also instructive to the development of students.