A Comparative Study Of Scientific Inquiry In High School Physics Textbooks

Since the1980s, in order to adapt to the development of science education, scientific inquiry is considered the core of science curriculum reform in the world. After the curriculum reform of basic education in China, Scientific inquiry has also become the main content of science education."Physics curriculum standards of ordinary high school (experimental)" promote scientific inquiry from the course objectives, content standards, implementation of the recommendations and other aspects, and put forward specific requirements of scientific inquiry, visibility scientific inquiry is extremely important in physics. So how to implement scientific inquiry? how to reflect scientific inquiry in textbooks? I think, teachers should fully grasp the scientific inquiry of textbooks, to correctly implement inquiry teaching with the help of textbooks, because textbooks are essential to the process of teaching and learning materials. Since the curriculum reform, our textbooks began to implement" one stand several textbooks", so is the presentation of scientific inquiry of different versions of textbooks same? Therefore it is necessary to seize this opportunity of the high school physics curriculum standards advocate scientific inquiry, in high school physics curriculum standards as a benchmark, analyzing the presentation of scientific inquiry of the high school physics textbooks, to make comprehensive and detailed text analysis of textbooks, and build a comparative model for comparative analysis of different textbooks. According to the conclusions, providing a reference for the teachers to choose textbooks, and providing some reference suggestions for the presentation of scientific inquiry of the textbooks when writing textbooks and implementation of inquiry teaching for physics teachers.This study is the comparative analysis about scientific inquiry in physics textbook1&2published by PEP and shanghai science and technology press, the main work about this paper includes the following aspects:1. According to consult literature, I organize and conclude the study of scientific inquiry, understand the history and status of scientific inquiry, study the physics curriculum standards of the high school and summarize curriculum standard requirements for scientific inquiry.2. Confirming the study object, I analyze the presentation of scientific inquiry in physics textbook1&2published by PEP and shanghai science and technology press. According to the presentation of scientific inquiry in textbooks and analysis, contrast and summary about recent literatures, in high school physics curriculum standards as a benchmark, the study is to build a comparative model about the scientific inquiry in the high school physics textbooks.3. According to the comparative model, I compare and analyses the number of columns containing scientific inquiry, content selection, model of action, the degree of openness and inquiry elements reflected and other aspects in the physics textbook1&2published by PEP and shanghai science and technology press.4. According to the compare about the scientific inquiry in the two sets of textbooks for compulsory modules, I get five conclusions and give advice, such as the advice for teachers, the advice for teaching and the advice for the compilation of the textbook.According to the compare about the scientific inquiry in the two sets of textbooks for compulsory modules, I mainly get the following some aspects of conclusion:1. Judging from the number of scientific inquiry, we can see that the compilation of the textbook gives prominence to the students’inquiry activities, but the textbook1&2published by shanghai science and technology press is slightly more than the other. According to the section distribution and column distribution, we can see that the PEP’s inquiry activities are not designed as a balanced version of the other.2. From the watching of the content selection of scientific inquiry, real life, physical concepts and laws and experimental exploration is written in the textbook of choice for the contents of inquiry activities. But the textbook1&2published by shanghai science and technology press is more than the one published by PEP in the scientific inquiry of STS education and the history of physics.3. Judging from the activity patterns of scientific inquiry, the textbook1&2published by PEP has more scientific inquiry of communions’ type and experiment’ type, and the textbook1&2published by shanghai science and technology press has more scientific inquiry of Science’s type and communions’ type.4. From the opening level of scientific inquiry to see, the textbook1&2published by shanghai science and technology press is higher level than the one published by PEP. The one published by PEP design inquiry activities with the principle of gradual and orderly, then the textbook1&2published by shanghai science and technology press pay more attention to students’ practical ability and innovation.5. Judging from the inquiry elements reflected of scientific inquiry, asking questions, conducting experiments and collecting evidence, analysis and argument and conjecture and assumptions are reflected more in the textbook1&2published by PEP. Then asking questions, analysis and argument, conducting experiments and collecting evidence and developing plans and design of experiments are reflected more in the textbook1&2published by shanghai science and technology press.