A Preliminary Study On The Interface Between Teaching Concepts In Junior And Senior High School Physics Under Contextual Teaching

The new curriculum standards propose that high school physics courses should further promote the development and cultivation of students’ core competencies in physics based on compulsory education.Articulation between physics teaching in middle and high school is one of the concerns in physics education,where physics concepts are an important basis for students to form physics ideas.Effective teaching of physics concepts helps students construct knowledge systems,grasp physical laws,and develop scientific concepts.As the academic level of students increases,the content and difficulty of the textbook also increase.After entering high school,students may find that high school physics concepts have become more numerous,more abstract and difficult to understand,with complex formulas,and their enthusiasm for learning gradually decreases.Teachers in high school can help students smoothly transition from middle to high school physics concept knowledge,establish confidence,and overcome difficulties.Creating physics scenarios for teaching plays a key role in cultivating students’ core competencies in physics.The establishment of physics concepts requires the creation of scenarios,so investigating how to use scenario teaching to effectively link middle and high school physics concepts has certain research significance.This thesis uses the general framework of educational research to conduct specific research on this topic using literature research methods,questionnaire surveys,interview methods,statistical methods,and comparative analysis methods.The content of the thesis includes seven parts:Part One:Introduction.Conducting a literature survey on the research background and current situation,it was found that there is relatively little research on the articulation of middle and high school physics concept teaching.The purpose,significance,and content of the research are introduced.Part Two:Concept definition and theoretical foundation.The concepts of contextual teaching,physics concept,and teaching articulation are mainly defined,and the relevant theoretical foundation of this topic is analyzed.Part Three:The comparison of junior and senior high school physics curriculum standards and the analysis of conceptual knowledge articulation.A comparison of the knowledge requirements of the junior and senior high school curriculum standards.And take Compulsory Three as an example to conduct textbook concept knowledge articulation analysis.Part Four:To understand the current situation of classroom scenario teaching and concept learning,a questionnaire survey and research analysis were conducted.Corresponding interviews with relevant middle and high school physics teachers were conducted to understand their awareness of articulation and student concept learning difficulties.Based on the results of the questionnaire and interview surveys,three major problems in articulating middle and high school concept teaching were summarized:differences in middle and high school physics concept knowledge;mismatched student abilities;and insufficient teacher articulation awareness.Part Four provides objective evidence for proposing teaching strategies in Part Five.Part Five:Based on a comparative study of the requirements of the middle and high school curriculum,the teaching starting point is determined;scenarios are designed to guide the advanced development of physics concepts;scenario materials are processed to guide scientific thinking articulation;set up exercise situations,problem solving ability articulation;and middle and high school study skills are guided through summarization and induction.Part Five points out the direction for the design of teaching cases in Part Six.Part Six:Design and practice of middle and high school physics concept teaching cases under contextual teaching.Based on the teaching strategies proposed in Part Four,specific practices were carried out,and the physics concept knowledge of "Electric Field Intensity" and "Power Supply and Current" in Compulsory Subject Three were selected for the teaching case design.The case was taught and the effect was analyzed.Part Seven:Conclusion.A summary of the main conclusions and shortcomings of this study is followed by a discussion of future research directions.