The Construction Of The Difficulty Model Of High School Physics Textbooks

This research is based on specific characteristics of high school physics, analyze and summarize related textbook difficulty research achievements at home and abroad, through three dimensions, content & question & time respectively, point influence factors of textbook difficulty, design questionnaire, conduct influence factor survey research, analyze statistics data, build textbook difficulty model.The main contents of this thesis are:Analyze and summarize related textbook difficulty research achievements at home and abroad, analyze their characteristics, weighting factors development, and application range of existing difficulty model, reflect their not-good-enough points and valuable points.The author develops 15 hypothesized textbook difficulty influence factors, survey questionnaire mainly among physics teachers active in teaching practice for these hypothesized factors, analyze statistics, and finally set 9 main factors, build physics textbook difficulty model according to the differentiated influence of these factors.The author conducts comparative study of physics textbook standard and content difficulty of compulsory I PEP version physics textbook using this new physics textbook difficulty model and physics course difficulty model of Prof. SHI Ningzhong accordingly.The main conclusions of this thesis are:In this research, physics textbook difficulties have 3 aspects, content difficulty & question difficulty & time difficulty, the influence ratio of these 3 parts is 4:3:3 respectively. Within the range of content difficulty, the 3 influence factors, learning content quantity & requirement & presentation methods, the influence ratio of these 3 factors is 5:3:2 respectively. Within the range of question difficulty, the 3 influence factors, question type & the accordance of question and content & question complexity, the influence ratio of these 3 factors is 4:3:3 respectively. Within the range of time difficulty, the 3 influence factors, lecture time & learning time for question & learning time for content, have roughly the same influence ratio.The author conducts comparative study of physics textbook standard and content difficulty of compulsory I PEP version physics textbook using this new physics textbook difficulty model and physics textbook difficulty model of Prof. SHI Ningzhong accordingly. The research shows that the results conducted by these two models are roughly the same in textbook standard; while the result conducted by this new physics textbook difficulty model is a bit smaller than the result conducted by model of Prof. SHI Ningzhong; the results of textbook content difficulty conducted by these two models are all above the requirement of textbook standard.The innovation of this research is:The author subdivide textbook difficulty in three detailed influence dimensions, content difficulty and question difficulty and time difficulty, analyze their weighting factor to textbook difficulty respectively, and finally develop the physics textbook difficulty model. This model is the combination of models of Prof SHI Ningzhong and Prof. BAO Jiansheng, meanwhile integrate the dimension of time difficulty, and calculate the physics textbook difficulty comprehensive.