Study On HPS Contents In Physics Textbooks For Junior Middle School Of Chinese And American

HPS mainly refers to the "history of science",philosophy of science and science sociology".HPS education has gradually become a hot topic in the current academic research,reflecting the trend of global science education reform.China should fully learn from the advanced experience of foreign countries,combined with China’s actual situation,the HPS education with China’s educational background of organic integration and research.In this paper,the Chinese and American junior high school physics textbooks are selected as the research object.The general research question is:how is the HPS content in the physics textbook of middle school and middle school?What are the differences?To answer this question,this study focuses on a series of subproblems:(1)What are the requirements for HPS content in the Chinese and American junior high school physics curriculum standards?What are the differences between these requirements?What is the fit of Chinese and American junior high school physics textbooks and their curriculum standards?(2)in the United States junior high school physics textbooks in their own into the number of HPS content?What are the main categories,sub-category integrity,and distribution of these HPS content?(3),in the junior high school physics textbooks in the HPS content were presented in what way?(4),in the junior high school physics textbook HPS content which were involved in what knowledge points?(5)how to better show the human version of HPS content?Based on the comprehensive analysis of domestic and foreign literatures,this study selected the content analysis method as the main method of research,and formed the research tools and comparative dimensions.The HPS content categories and the comparative dimensions of the Chinese and American junior high school physics textbooks are respectively coded,and then quantitative analysis and qualitative analysis of typical cases.The final conclusion of this study is as follows:(1)The requirements of HPS in the Chinese and American physical standards are mainly related to the four aspects:implicitness,operability,progressive,and HPS content integrity.HPS content from the integrity of the point of view,the requirements of junior high school physics standards is not very complete.And China’s textbook HPS content is very complete.In line with our curriculum standards for HPS content integrity requirements.In contrast,the requirements of the US curriculum is very complete.While the US textbook HPS content is also very complete.Meets the requirements of the US curriculum standards for HPS content integrity.(2)in the United States and the United States version of the textbook HPS content main category with integrity.In the number of US version of the textbook contains HPS content sub-category more than China.The distribution of the main categories,the two versions of Chinese and American textbooks slightly different,but are focused on the emergence of the cause of science,ignoring the impact of social science and technology.The subclass of the essence of scientific knowledge and the essence of scientific knowledge has a good integrity and reasonable distribution,and the completeness and distribution of neutron categories in the other main subjects have yet to be improved.(3)Chinese and American junior high school physics textbooks are presented in the form of text plus chart-based,auxiliary section supplement,the text text for the second.Overall,the Sino-US graphic combination and support to help the presentation of the column makes the HPS content is easy to understand,interesting.(4)the knowledge of the HPS content of the textbook is 55,and the knowledge content of the HPS content of the US version of the textbook is 88.Indicating that the US version of the textbook in the arrangement of HPS content involved in more physical knowledge points.From the subject of knowledge points,the HPS content in both Chinese and American textbooks covers all the topics.(5)in the history of the history of science,not only can be more into the nature of scientific content,but also as much as possible to use questioning thoughtful;in the presentation of the essential content of scientific knowledge,you can create a cognitive conflict and to verify To make the reader a profound understanding of the nature of scientific knowledge;through the timeline simple and concise presentation of the relationship between science and technology,or by combining a specific scientific field to show the relationship between science and technology in detail,are good in the cause of science Scientific and technical content of the presentation;in the textbook in the performance of science and technology on the impact of social life content,should be used as much as possible the role of different characters in life to strengthen the reader on the impact of science and technology on the community.And can create some relevant thinking questions,is conducive to the reader to use their brains,self-thinking and learning the impact of science and technology;textbooks in the social impact on the content of science and technology,not only to mention social related measures,but also more in-depth Clarify the results and impact of this measure,and strengthen the reader’s understanding.