我们常常听到学生反映,学习物理难,尤其是从初中进入高中阶段,似乎有一个“突变”过程。应该承认,在初中的教学中,以感性观察为主,定性分析多,定量计算少;在高中阶段,定量计算多了,理论性方面要求高了,推理、论证方面比初中有较大的提高,要求学生有较高的抽象思维能力和分析解决问题的能力,那种死记硬背、乱套公式的坏习惯更不适应高中物理的学习。造成“突变”的原因是多种的,有的是学习物理不得法、有的是基础知识没有真正掌握。本文着重从教师的角度,初步探讨初高中物理教学的衔接问题。第一、从学生常见的一些错误,探讨如何处理好物理概念的科学性和阶段性的关系,讲清物理规律的适用条件。 (1)关于压力概念。高一的学生往往把物 We often hear students reflect and learn about physics, especially from junior high school to senior high school. There seems to be a “mutation” process. It should be acknowledged that in junior middle school teaching, perceptual observation is the main, qualitative analysis is more, and quantitative calculation is less; in high school, quantitative calculation is more, theoretical requirements are higher, and reasoning and argumentation are greater than junior high school. Requires students to have a higher level of abstract thinking ability and the ability to analyze and solve problems. The bad habits of rote memorizing and disorderly formulas are even less suitable for the study of high school physics. There are many reasons for the “mutation”. Some of them are learning physics without law, while others have basic knowledge that is not really mastered. This article focuses on the convergence of the physics teaching in the junior high school from the teacher’s point of view. First, from the common mistakes made by students, discuss how to deal with the scientific and periodical relations of physical concepts and clarify the applicable conditions of physical laws. (1) About pressure concept. High school students often put things