A Comparative Study Of Knowledge Content In High School Physics Curriculum Standards In Chinese Mainland,Hong Kong And Taiwan

Based on the development and maturity of the cognitive theory in the present age,the teaching method of physics education has changed,and more attention has been paid to the study of "learning",and the study of "teaching" has been taken as the basis of the study of "learning".It is clear that students are the main body of cognition and the main body of development in physics education.Naturally,the related settings of knowledge content and moral cognition level in the senior middle school physics curriculum standard should not only base on the students' existing cognition level,but also consider the students' cognitive level which may develop,and pay attention to the differences of students' school sections,respect the learning needs of students.The setting of cognitive level of knowledge content in high school physics curriculum standards will directly affect the development of physics curriculum.On the one hand,the setting of knowledge content cognitive level in curriculum standards will affect the formulation of physics curriculum objectives.The stage division of the cognition level affects the value orientation of the physics curriculum goal,regulates the determination of the direction and content of the physics curriculum goal,affects the development of the physics curriculum goal,the dimension of knowledge content cognitive level setting restricts the selection and Organization of physics curriculum content.Only the cognitive level of knowledge content and so on will affect the scope and field of the selection of physics curriculum content,the logical order of the physics curriculum knowledge content,which urges the physics curriculum organization to take into account both the logic of the physics discipline itself and the Law of Students' cognitive development,strive for the unity of the logical order of subjects and the cognitive level of students.What kind of knowledge content set by the High School Physics Curriculum Standard will directly affect the students' physics study,the logical knowledge content and the knowledge content in line with the students' cognitive level will be more beneficial to the cultivation of the students' core quality of discipline.Therefore,by comparing the knowledge content of high school physics curriculum standards in Chinese Mainland,Hong Kong and Taiwan,this study aims to analyze its breadth,cognitive level and structure,as well as its stages,make physics educators in the understanding,use of high school physics curriculum standards to obtain inspiration.The contents of Knowledge in Senior High School Physics Curriculum Standards in mainland,Hong Kong and Taiwan are compared and analyzed.Based on the study of Brumm's classification of educational objectives,Jean Piaget's theory of cognitive development and Solo's theory of classification,combined with the thinking of TIMSS,Pisa and educational assessment such as NAEP in the setting of cognitive level,it constructs the level of cognitive level in the High School Physics Curriculum Standard.Combined with the specific contents of the curriculum standards of the three places,the knowledge contents in the curriculum standards of the three places were coded according to the set coding standards under the Unified Standard,and on the basis of coding,the data was further analyzed statistically,this paper makes a macro and micro comparative analysis of the breadth,cognitive level and structure of the knowledge content in the high school physics curriculum standards of the three places,finally,according to the results of the comparison,the author puts forward some suggestions for the optimization of curriculum standards and teaching in Chinese Mainland.The research led to the following conclusions:1.The knowledge content of the Hong Kong Guide is more comprehensive.2.The knowledge content of the mainland standard is more selective and logical.3.The correlation between the knowledge content cognitive level and the core literacy is more significant.4.The knowledge content of the HKG is more concerned with the interface of cognitive level.5.The proportion of the history of physics in the content of the curriculum standards of the three places is relatively small.