| According tosenior high school physics curriculum standard requirements for the basic concept of curriculum, high school physics curriculum should further improve the scientific literacy of students, not only focusing on basic education but also consider the interest of students, the development potential and future occupation demand. In order to meet the requirements of the curriculum standards,the physics curriculum uses the module teaching. Both liberal arts students and science students need to learn the required modules, but there are differences in the way of thinking and cognition of liberal arts students and science students. Although there are many versions of high school physics textbooks in China, but there is no set of textbooks for non science students. It is necessary to accurately grasp the characteristics of the existing textbooks and make an objective and realistic evaluation of the teaching materials. The difficulty of teaching materials is an important aspect of the evaluation of teaching materials. Through analysis and research, building a reasonable evaluation model.Adopt model analytic method,research"Physical”,"Physics principles and problems", "ConceptualPhysics" in breadth and depth.Summed up the characteristics and differences of each textbook.Analyze specific conceptsunder the dimension of breadth and depth .Puts forward some suggestions on the compilation of physics textbooks for non science students in China.The main work of this paper includes the following aspects:1. Through the analysis of the existing literature, this paper analyzes and sums up the theories and achievements of the comparative study of the teaching materials and the research of physical concepts.2.On the basis of the existing research and high school physics curriculum standards, combined with the characteristics of specific teaching materials to build a four-dimensional model to evaluate the breadth and depth of curriculum.3.According to the physics teaching materials of the breadth and depth of the model. assign the dimensions of the textbooks.Get the results of the basic breadth,the breadth of integration, the basic depth, the depth of representation. The paper also compares and analyzes the specific physical concepts under different dimensions.The concept reflects the style of the textbook, and we can obtain the characteristics of the three textbooks.4. According to the conclusion of the research, the author draws the inspiration of the compilation of the physics textbooks for non science students in china.Reflection and Prospect of the research.Through the comparative and analysis of "Physics", "PhysicsPrinciples and Problems" and "ConceptualPhysics". the following conclusions are obtained:1.In the three textbooks of China and the United States, the basic breadth ofPhysics is the largest, and the frequency of knowledge numberis the largest. The physics Principle and Problem is the second. Through the chi square test, there is significant difference in the breadth of knowledge of the three textbooks.2.In the three textbooks of China and the United States, the breadth of the integration of ConceptualPhysics is the smallest, and the integration of Physics Principles and Problems is the largest.3.The basic depth of Physics Principle and Problem is the highest,and the level of cognitive goal is higher. The basic depth of Conceptual Physics is smallest.4. The depth of representation of ConceptualPhysics is the largest in the three textbooks. Following by the Physics, the characterization of the lowest depth is the Physical Principles and Problems..According to the conclusion of the study, the author draws the inspiration of compiling the textbook of non science students in china:1. Reduce the number of knowledge points2. Reduce the cognitive goals of knowledge points3. Increase the depth of knowledge representation, so that knowledge easy to understand... |
PDF Full Text Request