The View Of Textbook Reform From The Comparative Analysis Of "Vibrations And Waves"

The author has a comparative analysis of three sets of materials,which are representative of the textbooks by the People's Education Publishing House during the past two decades.At present,China is carrying out a major reform of basic education.Textbook change has aroused people's attention for it is an important part of education.Since the nineties from the last century,secondary school teaching has undergone many significant changes.These changes are reflected in the version of textbooks,content, form and guiding ideology.In 2003 the Ministry of Education introduced a new national high school physics curriculum standard.It is the direction of the physical process of reform for secondary schools indicate.While the guiding ideology is advanced,the application of the textbook in the teaching practice faces a variety of problems.So we must take into account the guiding ideology of teaching and teaching the actual needs.This paper,the author examines the three sets of textbook,"full-time average high school physics textbook" published in 1994,"full-time average high school physics textbook" published in 2002, "full-time average high school physics textbook" published in 2005.These textbooks are prepared at three different syllabus and curriculum standards.A comprehensive study of their principal is divided into five sections.The first part is education and curriculum reforms of the background analysis.We can further unite the standards of textbook..The second part is the analysis from the content and form of materials.This is a qualitative analysis from a theoretical point of knowledge,humanities,STS education and so on.The third part is the specific right from the mechanical vibration and the mechanical wave,leading in to the question.The fourth part of the analysis of specific lesson plans.It shows the author's use of textbook in the actual teaching process.The fifth is an analysis of questionnaires and discussion.It reflects the number of front-line teachers' thinking in teaching practice and put forward recommendations to improve teaching materials.