A Study Of The Bridging Knowledge Between High School And University Physics

Along with the new curriculum reform,the curriculum objectives changed from three dimensions to core literacy,more attention to the nature of physics;The change of curriculum structure pays more attention to reflect the nature of physics,and aims at the development of students’ interest and potential.In order to better promote the formation of students’ core literacy,teachers should start from students’ questions and stimulate students’ potential by combining higher-dimensional knowledge.Compared with high school physics,college involves more comprehensive,deeper and higher-dimensional knowledge,which can help teachers better solve students’ questions,so as to better cultivate students’ core literacy and stimulate students’ potential.Therefore,the linking knowledge between high school and college physics can not only be applied to college teaching,but also can be applied to high school to help students accurately grasp the concepts and laws of physics and promote their potential development.Based on the contents of high school textbooks,this study first started from the students’ questions,combined with the internship experience in Anshun No.2 Middle School,recorded the students’ questions in the three modules of vibration and wave,university and heat that could not be solved by the knowledge content in high school.Secondly,according to the knowledge points of vibration and wave,college and heat in high school textbooks,the connection knowledge between high school and college physics is sorted out.On the basis of certain teaching theories,taking recorded questions as samples,the feasibility of cohesive knowledge to solve questions is analyzed.Finally,the feasibility of cohesive knowledge to solve the question is tested in practice.The main tasks of this study are two: First,compare the similarities and differences between high school and university descriptions of knowledge content in high school.From the similarities,mainly look at the knowledge content of high school is the university? This paper mainly explores the differences in the same knowledge points between high school and college physics,and whether the different places can supplement and expand the knowledge of high school and solve the questions that students cannot explain with the knowledge of high school.For example,in the part about mechanical vibration,the simple harmonic motion and related physical quantities are described through the spring oscillator as a special case.The university describes the harmonic motion from the perspective of dynamics,and obtains the periodic expression directly from the dynamic equation.According to its teachers,the periodic system of the spring oscillator itself can be qualitatively analyzed from the perspective of students.The essence of simple harmonic motion is its force,which enables teachers to understand this content from a more essential perspective.In the process of solving students’ questions,we can explain qualitatively for students from the way of physics essence.Second,starting from the questions recorded in class,combined with the comparison of knowledge collected from high school and college,based on the theory of learning in the zone of closest development,analyze and solve the questions that students have beyond the content of high school textbooks,and record the class in question as a test to analyze the practical effect,so as to reflect the value and significance of this study.