A Comparative Study On The Structure Of High School Physics Textbooks Based On ISM Method

In order to meet the needs of the times, the late 1990s, China began the eighth basic education curriculum reform.Textbook reform is an important aspect of curriculum reform.Textbooks epitomize the concept of curriculum reform. Currently, China has published five editions of high school physics textbooks for school selection.The five editions of the textbooks have their own characteristics, and promote the diversification of our high school physics teaching.The five editions of the textbooks have been used for more than ten years in our country. Their achievements are obvious to all. Simultaneously, Some teachers have questioned the arrangement structure of some knowledge contents and put forward corresponding improved plans. These questions and improved plans provide some new ideas for the practice of physics teaching in senior high school.But most analysis is subjective, lack of objective data support. Unavoidably, there are a lot of controversies. Regarding the issue above, this article takes the high school physics elective 3-1 textbooks published by People's Education Press (PEP) and Shanghai Science and Technology Education Publishing House (SSTEPH) as examples, use the Interpretative structural modeling method to relatively objectively analyze the knowledge structure of the two editions of textbooks.Through the comparison of the same contents of different editions of the textbooks, showing their own characteristics. Through the comparison found that the lack of textbooks. Help teachersand students comprehensive use of multiple editions of the textbooks. Meanwhile, the analysis results can provide reference for the local education section to select appropriate textbooks and provide some information for the editors of new textbooks.The research of this paper mainly includes the following three parts:(1) Based on the related research documents, establishing the basic operation steps of using ISM method to analyze the structure of textbooks.(2) Using the ISM method to analyze the structure of the physical elective 3-1 textbooks in the senior high school of PEP and SSTERH. Make Hierarchical directed graphs of each chapter to show the structure of the two editions of textbooks.(3) According to hierarchical directed graphs of each chapter and the actual arrangement of the contents of textbooks,specifically comparing core elements selection, arrangement of initial elements, arrangement of node elements and relationship between elements in each chapter in two editions of textbooks.According to the specific comparison results,analyze the pros and cons of the two editions of the physics textbooks for some of the same contents using different arrangements.Research shows, the knowledge structure of the two edition of textbooks are roughly the same.However, there are some differences in knowledge representation, organization, presentation,material selection, and so on.The same points are mainly manifested in:First, two editions of the textbooks focus on the base contents of knowledge and open contents of knowledge.Second, two editions of the textbooks focus on the integrated and scientific knowledge structure.Third, two editions of the textbooks focus on experiments and scientific inquiry.Two editions of the textbooks pay close attention to changing the way students learn.Fourth, two editions of the textbooks focus on the integration of physical knowledge and humanities and social.The different points are mainly manifested in:First, there are some differences in knowledge representation and the process of forming knowledge. For example, the two editions of the textbooks to explore the law of resistance are different. The PEP textbook provides two sets of inquiry programs. The one, textbook designes a series circuit experiment. Through the voltmeter data indirectly reflect the size of the resistance to obtain the law of resistance. The other one, according to the series parallel circuit with logic analysis method to obtain the knowledge of the law of resistance.The SSTERH textbook uses a multimeter directly measure the size of the resistance to obtain the law of resistance.Second, there are differences in the order of arrangements of some physical knowledge.Two editions of textbooks arrange the order of the three elements quite different. For example, the PEP textbook, first explains energy of position, second electric potential, finally the electric potential difference. The SSTERH textbook, first explains energy of position, second the electric potential difference, finally electric potential.On the basis of comparing the structural differences of two editions of textbooks, we summarize that use value of ISM method to analyze the structure of textbooks and the use of the ISM method in the field of comparative study of textbooks. Hope that the results of this study can provide a new inspiration for the high school physics teaching activities.