## New high school students learning how to adjust to high school physics?

High school students learning how to adjust to high school physics?differences, middle school, high school physics learning

elementary and high school physics in terms of learning content, the focus is different. Summing up is summed up in the following three areas:

first, junior high school physics to life phenomena to model knowledge, more abstract model as a carrier of high school physics knowledge.

junior most issues is based on the image, in a lively and natural phenomena is based on experimental and intuitive, so that students can see and feel, so as to acquire knowledge. Such as: light travels in straight lines to form a solar eclipse, Lunar Eclipse phenomena; melting and sublimation process absorbs heat, make people feel the snow after cold than when it is snowing, and so on. While high school physics will be extracted and abstracted into physical models can be calculated. Example: abstract to be absolutely smooth ice surface water level, sports car abstract as a particle, and so on. Therefore, these changes requires students to apply previously an intuitive understanding of cognitive change through logical deduction, calculated, and ability to acquire knowledge.

Second, physics and more qualitative understanding of the laws of physics, physics quantification of solving physical problems.

junior high school physics for application of mathematics does not even need to calculate, also stays in the calculation, arithmetic hierarchy. Physics requires rigorous solution, however, so the students mathematical knowledge also increases accordingly. As in a function image, trigonometry, geometry, mathematical concept of limits and other aspects of knowledge, students should be strengthened.

the third, junior secondary curriculum issues are causal logic of single factors, curriculum issue involves many factors complicated logic.

the differences are largely in the topic view, knowledge exam questions focus on a junior high school, students only need to master the knowledge point, accurately determine the test centers. High school exams may question involves a number of points, so before solving, students must be split and recognition of test centers. This requires that the student must also have a frame for simple solutions to complex problems problems,

summarized above, middle and high school physics learning differences: first, the perceptual difference between understanding and rational deduction; second, the simple difference in calculation and mathematical skills; third, simple proposition of the knowledge examination and accumulation of knowledge point differences. This requires students in thinking, numeracy, problem solving ability to be transformed accordingly.

II, new high school students how to adjust status, entering high school

first, to study physics as "what you see is what you get, feel" into "cause and effect, calculation of" habit. High school physics learning process, especially in the process of problem solving, the most taboo "that" these three words. Students must start from the known conditions, select the appropriate rule, a formula, strict topic "solved", not "feel" it.

Second, the mathematical calculation method, you must be familiar with. For example: special perspective of trigonometric functions, trigonometric function extremum, solving quadratic equations, and so on.

third, learn to "watch list." Too many high school physics learning points, slightly frivolous. When students are caught up in trivial when tend to forget. When you are learning, you must define which part is your learning content. Learn how to read the "directories", not merely the list of books. Can also summarize your own knowledge, according to their own understanding of the distinction between categories of knowledge. In short, macroscopic and microscopic study.

Finally, learn to summarize a similar topic. Without basic knowledge in physics learning and problem-solving methods both in the process of becoming a problem, students will learn to summarize common solutions to similar problems. When the topic reaches a certain number, and can be sorted, conclusion. In the examination room can often save time for answers easier.

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