高中物理实验与大学物理实验衔接现状调查及优化路径研究

Investigation on the Current Situation and Research onOptimization Path of Connection between High School Physics Experiment and University Physics Experiment

基于在H校开展的“高中物理实验与大学物理实验课程衔接”的调查数据,对学生高中物理实验基础、高中与大学物理实验课程衔接存在的问题、原因等现状进行调查分析.调查结果显示:通过高中物理实验训练,学生的科学素养与态度得到较好的培养,但学生实验技能薄弱,进入大学后实验学习不适感较强.进一步研究显示,实验知识及教学方式差异大、动手能力要求提高等是造成学生学习不适感较强的主要原因.基于此,提出加强两个学段的合作交流、增设过渡性大学物理实验实验内容、设立实验课程“学业导师制”等优化措施帮助学生尽快适应课程变化、促进两个学段衔接过渡.

Based on the survey data of“the connection between high school physics experiment and university physics experiment curriculum”carried out in H school,this paper investigates and analyzes the current situation of students′high school physics experiment foundation,problems and reasons in the connection between high school and university physics experiment curriculum.The survey results show that the completion of physics experiment in senior high school is not ideal,students′experimental skills are weak and they have a strong sense of discomfort in experimental learning after entering university.However,through high school physics experiment training,students′scientific literacy and attitude have been better cultivated.Further research shows that the main problems existing in the connection of the experimental courses in the two learning stages include the large span of experimental knowledge,the improvement of practical ability requirements,the great differences in teaching methods and the maladjustment of learning methods.Specifically,at the knowledge level,there are mainly unfamiliar instruments,difficult data processing and analysis The connection and transition of the experimental courses in the two learning stages are not smooth due to unsuitable learning methods.In senior high school,strengthening the cooperation and exchange between the two learning stages,promoting self made instruments into the classroom,adding transitional experimental contents in university physics experiments,and setting up an experimental course“academic tutor system”are effective ways to help students adapt to curriculum changes as soon as possible and promote the connection and transition of the two learning stages.