Research On The Connection Of Middle And High School Physics Textbooks In Different Editions

Under the background of “one standard and more versions” in the new curriculum reform,the selected textbooks of middle and high school in the same area are not consistent.Different versions of the textbooks are written in different ways and have different characteristics.Moreover,the physics knowledge in middle school is simple,the phenomenon is intuitive,and the theory is shallow,while physics knowledge structure in high school is complex,the content is abstract,and the concept is rigorous and so on.Therefore,the cohesion of middle and high school physics textbooks is improper,which causes great difficulty in middle and high school physics teaching.The research first analyzes the following six aspects: the overall situation of textbooks;the way of presentation;the thinking methods;experimental activities;mathematical knowledge;knowledge points.Through the questionnaire among teachers and students,the paper further analyze the cohesion problem of the textbooks.Secondly,according to the comparison of the two versions of textbooks,the research analyzes the reasons: The content in junior school is wide and shallow,while it is deep and specialized in high school;The textbook in junior school is interesting and more alive,while high school focuses on specialization and rigor;The textbook in junior school is simple and intuitive,while it is complex in high school;Junior school emphasizes the process of experience and the phenomenon of observation,while high school pays attention to revealing the essence;Junior school focuses on qualitative research,while high school pays more attention to quantitative calculation;The physics knowledge in junior school is independent and simple,while it is comprehensive and profound in high school.Finally,from the aspects of textbook compilation,textbook use and textbook selection,the research carries on the countermeasure analysis.