| Teaching material is a kind of carefully selected carrier of human cultural and scientific knowledge to cultivate future generations. In content, basic physics Textbooks should include physical knowledge, physical ideas and physical methods. In structure, basic physics Teaching materials should include a basic structure,which is the knowledge structure of physics, and two permeable structures,which are the ability structure and product estimation structure. The latter is permeated in the former.. The guiding principles of high school physics teaching material are based on the united basic teaching requirements and authorized course objectives. The purpose of these guiding principles is to realize the diversity to adapt to various types of school in different areas around our county under guiding and planning. At present there are eight versions of high school physical material, in this paper we will compare two versions:PEP and Guangdong and Shanghai middle school physics Teaching material,both of which are audited in 2012. These two versions are worthy comparing because both of them reflect the requirements of new course standards and at the same time have their own features on arrangement of specific physical knowledge structure. Understanding the arrangement features and difficulty level of different versions will be help for us to grasp the essence and to better realize the object, guideline and aim of our physical basic education. As every teaching material has its own preference advantages and disadvantages and difficult level, deeply researching and comparing to find out their own features will be beneficial for physical teachers to conclude and select the appropriate teaching material to conduct the practical teaching process. The purpose of this paper is to help the front-line teachers practice effective teaching through anakying the features of different type of teaching material under the background of whole understanding.In this study, the methods of literature research, comparison, statistics and content analysis are used as the main research methods. The research content of this paper is mainly about the knowledge structure, the presentation modes which includes the setting of columns, exploration experiments and diagrams, and comparison of difficulty levels of optical knowledge. The conclusions are as following:(1) Knowledge structure.On the whole, both versions are edited according to 2011 version of compulsory education standards for physics courses, and there is few differences on content, but in the aspect of arrangement order, except arranging according to different knowledge modules the PEP version also put the knowledge logicality into consideration. So in terms of knowledge arrangement system,the PEP version is more reasonable..(2) Knowledge presentationBoth versions emphasize on experimental teaching, extracurricular reading and the connection between physics and science, society and life. The PEP version is stricter and more logical on column setting, and more specific on experiment type to show its exploration experiment feature. So the whole setting of PEP version is beneficial for students who want to study on their own. While the Guangdong & Shanghai version teaches students more about physic concepts and scientific methods and "self-evaluation and assignments". The GD&SH version emphasizes on basic knowledge and is relatively easier which gives students more confidence and boosts their interest to study physics(3)Difficulty level of opticsFrom he analysis of above two points, the PEP version is harder than GD&SH version in optics part. The PEP version lays emphasis on the width and depth of knowledge, while the GD&SH version pays more attention to the connection between optics and real life, so he GD & SH version is better in applying science and technology to social life. |
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