| Physics is a branch of natural science, it is closely related to our life. The life-orientation of textbook has become an important concept in the elementary education reform. In junior middle school physics teaching reform in our country, also clear life philosophy embodied in compulsory education physics course standard and junior high school physics textbooks. The analysis of the life content for category and presentation in the textbooks is helpful to improve the quality of textbook writing and make the teachers’ understand of the curriculum idea deeply, give full play to the role of the textbooks in teaching practice, and enhance the teaching quality.Based on the People’s Education Press" compulsory education course standard experiment textbook of physical" (grade eight, grade nine) as the research object. Based on the research of the textbooks and the literature, the life content is divided into nine categories such as natural and eleven plate such as illustrations. Using content analysis, we made the life content quantitative statistics. At the same time, we put the same chapter of The People’s Education Press (short for PEP) and The Beijing Normal University Press (short for BNUP) do a comparative statistical analysis, in order to understand the life of degree and the presentation in the PEP, and find the existing problems. Selecting two hundred students in Qingfeng County experimental middle school and Macun village junior high school do questionnaire survey in order to understand the students are learning situations of the life content in the textbooks.Through the above research, this paper gets the following conclusion:First:Statistics obtained by category, the life content in the junior high school physics textbooks of PEP are 616 times. "Technology" is the most,28.57% of the nine categories. Then is the "travel" class, 15.42% of the total. The third is "live" class,13.64% of the total. Illustrate the textbooks pay attention to physics and the development of science and technology are interrelated.Second:Statistics obtained by the way of present, the illustrations is the most,346 times, then is the text,186 times, followed is the learning physics. Illustrate the textbooks attach importance to the illustrations application and cultivate students’ability in the application of physics to the life.Third:According to contrast with the BNUP, found the deficiency in the textbooks, for the category statistics, the life content in the BNUP are 217 times, more than 20 times in the PEP, the biggest different is technology class, the BNUP has more than 21 times in the PEP, compared the both the contents in the PEP are relatively brief. Then the travel class in the BNUP has more than 9 times in the PEP, the BNUP gets closer to the students. For the presentation, the BNUP has 25 times more than in the PEP in the illustrations, the BNUP is more abundant.Forth:Results from the questionnaire, a large part of students are interested in the life contents of the books, but the ability of relating knowledge to life is not strong, the consciousness for learning the contents of this part is also not strong, the ways of study mainly concentrated in class.On the basis of analyzing the survey results, we provide reference for the life content writing of the textbooks and put forward two suggestions to the teacher teaching. On the one hand, teachers need to flexible use the life content in the textbooks, On the other hand, teachers should improve their abilities of life with knowledge, make up for the inadequacy of existed in the.textbooks. |
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