This study attempts to explore the relationship between senior secondary school physics problem solving and transfer of learning. It aims to understand the influence of students’ cognitive structure level upon their transfer of learning in solving physics problems. The topic has both theoretical and practical significance in the teaching of contemporary senior secondary school physics. For a long time, it is a difficult challenge for senior secondary school students to understand physics concepts and to use these concepts to solve problems. After a review of literature related to transfer of learning, the researcher utilized the concepts about transfer of learing and designed two sets of physics problems. With an experiment, the researcher tested the relationship between two variables, “cognitive structure level”and “transfer of learning ability", in solving physics problems of different difficulties. The test results indicate that there is a significant positive correlation between these two variables. It is concluded that to improve physics teaching effectiveness in senior secondary schools teachers have to raise students’ cognitive structure level and promote the occurrence of transfer of learning. Teachers can use transfer of learning concepts to design relevant physics problems. This will greatly improve students’ problem solving ability when they learn physics.

本研究選擇了高中物理解題教學與遷移能力作為研究對象，旨在探討高中物理解題教學中，認知結構水平對解題遷移能力的影響。這對當前高中的物理教學來說，具有重大的理論意義和現實意義。 長期以來，在高中物理教學領域中，學生對如何才能清晰地理解物理概念，如何才能運用有關的物理概念去解好物理题，一直面臨著很大的困難。 本研究是在探討遷移文獻的基礎上，應用有關遷移的理念，設計了兩套物理遷移題，並用實驗方法測試兩個變量:“認知結構水平”和“解題遷移能力”在相應的、不同難度的情況下的相關性，測試的結果得到，“認知結構水平”和“解題遷移能力”之間存在顯著正相關。由此可以得出，在高中物理解題教學中，要有效提高教學效果，首先必須提高學生的認知結構水平，促進學生遷移的發生，然後教師通過運用遷移的理念，設計相關的物理問題，這對訓練學生的物理解題能力，會起到很大的提高作用.