A Comparative Study Of The Physics Experiment Contents Selection In High School

The thesis focuses on the contents of physics experiments and the scientific investigations of middle school in China and abroad qualitatively and quantitatively, and further draws some comparative conclusions on the forms and contents of physics experiments and scientific investigations of middle school.Firstly, through the detailed comparison of the physics experiment contents of middle school physics syllabus, the present study analyzes the system, quantity, concrete contents and collective demands of physics experiment contents of each syllabus(syllabusof1950. 1952. 1956. 1963. 1978. 1986. 1988. 1990. 2000 and curriculum standards of 1952. 2001 Qualitatively and quantitatively, expecting to offer scientific principles of choosing physics experiments and scientific investigations of middle school. The conclusions are: physics experiment contents of before 2000, following the experiment teaching system interposing experiment in mechanics, heat, electricity and light theory, mostly relate to theory. Mechanics and electricity experiment take the dominant position of the middle-school physics experiments, taking about one third of the total experimenting; the amount of heat and light experiments is next to them. Except for 2001 curriculum standard, each syllabus makes clear and concrete the specific teaching requests of experiments, and makes it easy to carry out.Then, we make a qualitative comparison of the system and the form of physics experiment contents of high school of China, HongKong, Canada, England and America. The conclusions are: each curriculum standard, different in form but similar in essence, confines capability of science inquiry to science, technology and contents of scientific inquiry. Following the step-by-step principle of the key link first and the specific requirements second, the scientific experiment and inquiry are organized on a three-level or two-level basis. Some curriculums, for example those in America, describe the capability of scientific inquiry and that of technology respectively, but other curriculums combine the two abilities into one category, for example in the mainland of China as well as in HongKong. For the time being, each curriculum, including those in China, does not divide scientific experiments into minor branches in terms of scientific contents. It set aside more space for performance and creation of teachers and students in various regions.