Secondary physics education primarily focuses on imparting basic knowledge and developing test-taking skills, emphasizing intuitive descriptions of physical phenomena and simple calculations. For example, in the description of particle motion, secondary education mainly covers uniform linear motion and uniformly accelerated linear motion, using elementary mathematical tools for simple calculations. This teaching objective aligns with the cognitive level of secondary students and the requirements of college entrance examinations but also leads to a superficial understanding of physical concepts, lacking in-depth exploration of the underlying principles. For instance, students may proficiently calculate speed and displacement in uniformly accelerated motion but have a vague understanding of the vector nature and instantaneous characteristics of velocity and acceleration.

In contrast, college physics education not only requires students to master the basic theories and experimental skills of physics but also emphasizes the cultivation of comprehensive abilities, including the ability to establish physical models, perform qualitative analysis, estimation, and quantitative calculations. Taking particle motion as an example, college education demands mastery of more complex scenarios such as curvilinear motion and relative motion, employing advanced mathematical tools like vector analysis and calculus for precise descriptions. For instance, velocity is defined as the first derivative of the position vector with respect to time, and acceleration as the first derivative of velocity or the second derivative of the position vector with respect to time. This leap in difficulty makes it challenging for many students to adapt to the requirements of college physics, affecting their learning outcomes and interest.

Secondary physics education has relatively less content and more class hours, with a slower teaching pace. Teachers often adopt a didactic approach, combining lectures with practice, focusing on skill training. For example, when teaching uniformly accelerated linear motion, teachers use numerous examples and exercises to help students master relevant formulas and calculation methods. While this approach helps students grasp basic knowledge in the short term, it is not conducive to developing independent learning and innovative thinking.

In contrast, college physics education has extensive content and fewer class hours, with a fast-paced teaching schedule and a large amount of information delivered in class. College education emphasizes the cultivation of students’ independent learning and inquiry-based learning abilities, focusing on the enhancement of logical and critical thinking. For instance, when teaching curvilinear motion of particles, teachers typically guide students to independently derive motion equations and related physical quantities by establishing coordinate systems and analyzing vector changes. This teaching method requires students to have strong independent learning and logical thinking abilities, but many students struggle to adapt to the pace of college physics due to a lack of these skills upon entering college.

In secondary school, students are more dependent on teachers, with weak independent learning awareness. Teachers usually provide detailed guidance and abundant exercises, and students are accustomed to following the teacher’s arrangements. For example, when learning physical formulas, students often memorize and apply them through repetitive practice, with less initiative to explore the derivation and physical meaning of the formulas.

Upon entering college, the learning mode shifts from teacher-centered to student-centered, emphasizing the cultivation of independent learning abilities. College physics courses require students to think independently, learn autonomously, and possess strong problem-solving skills. For instance, when dealing with complex particle motion problems, students need to independently establish physical models and use mathematical tools for analysis and solution. However, many students, due to a lack of independent learning abilities and innovative thinking, find it difficult to adapt to this shift, leading to poor learning outcomes.

Under the framework of “Emerging Engineering Education”, newly established application-oriented undergraduate institutions place greater emphasis on cultivating students’ practical and application abilities. College physics courses not only need to provide students with a solid theoretical foundation but also closely integrate with engineering practice to develop students’ engineering thinking and problem-solving skills. However, there is a significant gap in the articulation between secondary and college physics education regarding engineering applications. For example, in secondary school, students have limited exposure to the application of physical knowledge in engineering and lack a perceptual understanding of real engineering problems. Upon entering college, students often struggle to connect the physics knowledge they have learned with actual problems when faced with complex engineering physics issues, affecting the development of their engineering practice abilities.

Taking particle motion as an example, secondary students primarily describe object motion through simple motion equations and formulas, whereas in college, students need to master more complex forms of motion, such as curvilinear and relative motion, and apply them to real engineering problems. For instance, in aerospace engineering, relative and curvilinear motion of particles are common issues, requiring students to use tools like vector analysis and calculus to solve them. However, due to the lack of systematic learning of these complex motion forms in secondary school, students often find it difficult to quickly adapt to this transition upon entering college, affecting their understanding and problem-solving abilities in engineering contexts.

College physics courses are not only essential for students to master basic physical knowledge but also key to cultivating scientific thinking, innovative abilities, and practical problem-solving skills. Under the “Emerging Engineering Education” framework, college physics courses need to be closely integrated with engineering practice, providing students with a solid theoretical foundation and practical skills. For example, in majors such as aerospace, mechanical engineering, and electronic information, the description of particle motion is not only part of the basic theory but also crucial for solving real engineering problems. Students need to master complex motion forms like curvilinear and relative motion and use advanced mathematical tools such as vector analysis and calculus for precise description and calculation. The cultivation of this ability requires gradual guidance starting from secondary school, helping students progressively build a deep understanding of physical concepts through step-by-step teaching methods.

Currently, secondary physics education primarily focuses on imparting basic knowledge and developing test-taking skills, emphasizing intuitive descriptions of physical phenomena and simple calculations. For instance, in the description of particle motion, secondary education mainly covers uniform linear motion and uniformly accelerated linear motion, using elementary mathematical tools for simple calculations. This teaching objective aligns with the cognitive level of secondary students and the requirements of college entrance examinations but also leads to a superficial understanding of physical concepts, lacking in-depth exploration of the underlying principles.

In contrast, college physics education not only requires students to master the basic theories and experimental skills of physics but also emphasizes the cultivation of comprehensive abilities, including the ability to establish physical models, perform qualitative analysis, estimation, and quantitative calculations. Taking particle motion as an example, college education demands mastery of more complex scenarios such as curvilinear motion and relative motion, employing advanced mathematical tools like vector analysis and calculus for precise descriptions. For instance, velocity is defined as the first derivative of the position vector with respect to time, and acceleration as the first derivative of velocity or the second derivative of the position vector with respect to time. This leap in difficulty makes it challenging for many students to adapt to the requirements of college physics, affecting their learning outcomes and interest.

Under the “Emerging Engineering Education” framework, this disconnect not only affects students’ deep understanding of physical knowledge but also constrains the development of their engineering practice abilities. Newly established application-oriented undergraduate institutions place greater emphasis on students’ practical and application abilities, requiring college physics courses to be closely integrated with engineering practice to cultivate engineering thinking and problem-solving skills. However, there is a significant gap in the articulation between secondary and college physics education regarding engineering applications. For example, in secondary school, students have limited exposure to the application of physical knowledge in engineering and lack a perceptual understanding of real engineering problems. Upon entering college, students often struggle to connect the physics knowledge they have learned with actual problems when faced with complex engineering physics issues, affecting the development of their engineering practice abilities.

Achieving effective articulation between secondary and college physics education can lay a solid foundation for cultivating high-quality composite talents with a strong physical foundation, innovative abilities, and practical skills under the “Emerging Engineering Education” framework. Through step-by-step teaching methods, strengthening the application of mathematical tools, emphasizing the cultivation of physical thinking, and innovating teaching methods, students can better adapt to the requirements of college physics, improving their learning outcomes and interest. For example, in the teaching of particle motion, starting from the familiar uniform linear motion in secondary school, gradually introducing more complex scenarios such as curvilinear and relative motion. Additionally, when introducing new mathematical tools, attention should be paid to connecting with existing knowledge to help students establish links between new and old knowledge.

Furthermore, through innovative teaching methods such as computer simulations and virtual experiments, various scenarios of particle motion can be visually demonstrated, helping students understand complex motion forms. For instance, computer simulations can visually display the trajectory and velocity changes in projectile motion, aiding students in understanding complex motion situations. Additionally, designing interesting physical problems or experiments can stimulate students’ interest in learning and desire for exploration.

In summary, achieving effective articulation between secondary and college physics education can not only improve the quality of physics education but also provide strong support for cultivating high-quality composite talents with a solid physical foundation, innovative abilities, and practical skills under the “Emerging Engineering Education” framework. Therefore, exploring effective articulation between secondary and college physics education has significant theoretical and practical value.

As shown in Table 1 : based on students’ cognitive development patterns, a three-level progression path is constructed: starting from one-dimensional uniform linear motion, transitioning through two-dimensional projectile motion, and finally expanding to three-dimensional curvilinear and relative motion analysis. Using high-speed rail acceleration as a cognitive anchor, visualizing projectile trajectories to establish the concept of two-dimensional vectors, then connecting to the vector nature of normal acceleration through circular motion cases, and ultimately achieving three-dimensional reference frame transformation in the scenario of raindrop relative motion in a moving train. Key links involve setting cognitive conflict tasks, such as contemplative activities on “observing raindrop trajectories inside a moving train,” guiding students to verify hypotheses through

multi-reference frame simulations, completing the cognitive leap from scalar superposition to vector synthesis.

As shown in Table 2 : establishing a bidirectional mapping mechanism between mathematical tools and physical concepts, at the motion description level, capturing free-fall processes with high-speed cameras, comparing numerical differentiation with analytical solutions to intuitively reveal the differential nature of instantaneous velocity; at the equation-solving level, designing problem chains with gradually changing air resistance coefficients, guiding students to independently program Euler’s method for numerical integration, understanding the universality of differential equations. Special emphasis is placed on the three-dimensional extension of vector operations, using drone trajectory planning cases to analyze the spatial synthesis rules of velocity vectors with three-dimensional modeling.

As shown in Table 3 : implementing a multi-scale modeling ability training program, first, consolidating the abstraction principles of particle models by quantitatively comparing the size of high-speed rail carriages with running distances to establish idealization conditions; then introducing the concept of rigid bodies to analyze the decomposition of wheel translation and rotation; finally expanding to continuous medium descriptions, using numerical simulations to demonstrate fluid element motion. Simultaneously, critical thinking training is conducted, organizing whiteboard derivation competitions to argue for the centripetal acceleration formula, thoroughly deconstructing the misconception that “uniform speed implies no acceleration” through differential derivation of a_n = v²/r.

As shown in Table 4 : this strategy harnesses modern information technology to create a hybrid learning environment blending virtual and real elements, enhancing comprehension of complex physics concepts and engineering practice skills. Building a hybrid learning ecosystem that integrates virtual and real elements, before class, triggering motion trajectory preview modules through AR markers; during class, using simulation platforms for real-time diagnosis of typical errors such as vector direction confusion (e.g., Δr ≠ Δr); after class, assigning parameter sensitivity analysis tasks, requiring students to adjust resistance coefficients in virtual labs to observe trajectory evolution. Establishing a learning behavior database, using machine learning algorithms to identify error patterns, and achieving personalized error-prone question to assign. Finally, through collaborative whiteboards, completing three-dimensional motion decomposition defenses, forming a teaching closed loop of “embodied experience, data diagnosis, and precise remediation”. This approach enhances teaching intuitiveness and interactivity through visualization, significantly improving students’ learning experiences and engineering competencies.