The Comparison And Investigation Of The Physics Contents Selection In Junior High School

The thesis focuses on the physics content of junior middle school of China and several foreign countries qualitatively and quantitatively, then combining with questionnaire, investigates and researches on the demand of physics contents of junior middle school.Firstly, through the detailed comparison of the physics content of junior middle school physics syllabus, analyzing the hierarchy, quantity, teaching request and concrete contents of physics contents of each syllabus (syllabus of 1950 > 1952, 1956, 1963, 1978, 1986, 1988, 1990, 1992, 2000 and curriculum standards of 1952, 2001) qualitatively and quantificationally, and expects to offer scientific principles of choosing physics contents of junior middle school. The conclusions are: physics contents before 2000 mostly begin with mechanics, and end in electricity; in the branches of physics contents of junior high school, mechanics and electricity take the greatest proportion, the averages are 37.75% and 30.47%. Following are heat and light, the averages are 17.91% and 10.21%. The teaching requests of physics contents are getting clearer and more specific, and are convenient to be operated and be evaluated; the fundamental physics contents, namely the physics contents that each syllabus contains, add up to 52, among the total, the proportion of mechanics is 44.23%, the proportion of electricity is 26.92%.Then, we compares the hierarchy, quantity, the forms of physics contents of junior high school of China, HongKong, Korea, Canada, England and America qualitatively and quantificationally. The conclusions are: most countries and districts take on the physics contents as different subjects, less countries and districts take on the physics contents as the order of "mechanics梙eat梕lectricity條ight梟uclear physics", and in the countries anddistricts that take on the physics contents as different subjects, most choose two subjects "matter" and "energy"; in the physics contents of the countries and districts, the proportion of mechanics is the biggest, the average is 29.98%; the physics contents of the countries and districts all have better consolidation and flexibility.For the purpose to investigate the middle school teachers and students' demand of physics contents of junior high school deeper, we carries out the questionnaire to middle school teachers and students to investigate the demand of physics contents of junior high school, release 300 questionnaires and reclaim 279 valid questionnaires, the conclusions are: there are many differences between the first 20 contents that the students think they should study and the first 20 contents that the teachers think the students should study; a half of the first 20 contents that the students think they should study is mechanics and another half is electricity; in the first 20 contents that teachers think the students should study, mechanics takes the main place; the first 20 physics contents that the teachers and students all think should be studied are: force, gravity, friction, one梔imension motion with uniform velocity, mass, buoyancy, work, power and electric circuit; the students and teachers both think the physics contents of middle school should contain the knowledge about "the development of latest technology"; the students and teachers both think the physics contents of middle school should become functionary in daily life; the factors that affect students' choice of physics contents, from big to small, are personal interest, the originality of the content, the relation to the actuality and personal development.For the purpose to investigate the social demand of physics contents of junior high school, we carries out the questionnaire of the demand of physics contents to 11 professions, release 150 questionnaires and reclaim 124 valid questionnaires. The conclusions are: the differences of demand of physics contents of each profession increase; total demand decrease: the physics contents that the society prevalently need decrease; the physics contents that need to be qualitively predominate...