Author(s)

Hongying Xiao, Juxiang Shao, Yue Wang, Shiwei Xie

Corresponding Author

Shiwei Xie

ABSTRACT

Mathematics is the basis of physics, and the defects of mathematical knowledge and ability are the main obstacles to learning physics. In physics education, the method of thinking is not only the important process, but also the scientific method of thinking. Many physical problems need to be solved with the help of mathematical knowledge for corresponding derivation and demonstration. The high school physics examination outline also clearly points out the examination of corresponding ability. There are also many physical problems that need to be solved with mathematical knowledge in the college entrance examination. The physics curriculum in colleges and universities also specially sets up the course of physical mathematical methods. However, there are essential differences between mathematics and physics, each with its own characteristics, and it is inappropriate to attempt to confuse the boundaries of disciplines. Mathematics and physics are two very important subjects in high school, and they are closely related. Whether in the expression of concepts or the calculation of exercises, the ability of mathematics affects students' physical achievements, so mathematics is an indispensable tool to learn physics well. In the investigation of the combination of mathematics and physics courses in the actual teaching process, we found that relatively speaking, there is a serious lag in high school mathematics knowledge. As far as the content of mathematics curriculum itself is concerned, it is also arranged according to a certain logical system and students' cognitive rules.

KEYWORDS

Physics teaching, Mathematical obstacles, Mathematical breakthrough