The most obvious polarization in junior high school is the increase in the difficulty of mathematics, where many students do not show significant lag in other subjects, but mathematics has opened up a huge gap, thus losing the opportunity to be admitted to high school or key high schools.
However, after entering high school, the subjects with the greatest impact shifted to physics and chemistry, despite the increased differentiation of grades, including math subjects. Many students have seen a sharp decline in their grades in these two subjects, and the gap is even more pronounced than in mathematics.
Although high school mathematics is more difficult, it is an extension of the difficulty of junior high school mathematics, and the concept of functions that are important and difficult in junior high school is still the core of senior one learning. Most of the students who have basic functional thinking in junior high school have been diverted in junior high school, and those who enter high school, especially those in key high schools, as long as they do not rely on rote memorization to go to higher school, have formed a certain functional thinking, and there is no obvious steep slope effect.
In contrast, the two subjects of physics and chemistry do not have the same level of difficulty in junior high school and high school. In junior high school, more attention is paid to the popularization of basic concepts, and many important knowledge points are downplayed in the exam, such as force and motion in physics, chemical reaction derivation in chemistry, and quantity calculation of matter. However, these knowledge points, which have become the core of science thinking in high school learning, have led to a significant increase in the difficulty of high school physics and chemistry.
Physics and Chemistry are more difficult to learn at the beginning than Mathematics. Mathematics in the second year of junior high school has a full year of preparation time for the first year of junior high school, and junior high school students have more time outside of class, and there is no significant increase in the difficulty of other subjects. On the contrary, there is neither a buffer period nor too much other time to make up for and improve the difficulty of physics and chemistry in the first year of high school.
The rapid differentiation of physics and chemistry scores in the first year of high school does not have a chance for many students to catch up, and they will soon face the first important decision-making node in high school, that is, subject selection. The quality of physics and chemistry grades, as well as the assessment of future personal abilities, often determine the direction of students' subject selection.
As for the fourth science biology, it is not very difficult before choosing a subject, and it will not lead to persuasion because of the difficulty, but because of the trade-off between the pursuit of points and stability. Many science students have to make a choice between geography and biology. However, after the selection of subjects, the difficulty of biology also increased significantly, reflecting that compared with physical chemistry, it has its own difficulties. February** Dynamic Incentive Program