A Comparative Study On High School Physics Textbooks,its Extracurricular Supplementary Exercises,and Counterparts In College Entrance Examination

This study compared high school physics textbooks and teaching aids with the college entrance examination from the perspective of knowledge classification.The argument that the proliferation of supplementary materials increasing the academic burden on students is full of scenes,but it is undeniable that students' learning needs the help of these teaching aids,and only textbooks alone cannot cope with the level of college entrance examination.This study attempts to analyze the difference among textbooks,teaching aids,and the college entrance examination from the perspective of knowledge.The objective of the study is related to college entrance examinations,teaching materials,and supplementary topics related to the topic “motion of charged particles in electric fields”.The reason for choosing this topic as an example is that this topic is both important and difficult in high school physics curriculum.It not only plays an instructive role in the students' knowledge,but also is an important aspect of examining students' abilities in the college entrance examination.Thus it is meaningful to study on this subject.The reason why I study on physics exercises is that the form of exercises is an important way for students to consolidate their knowledge.To a certain extent,the form of exercises is a dynamic extension of classroom teaching and is an important carrier for evaluating teachers' teaching.Moreover,college entrance examination of physics is mainly conducted in the form of physical topics to value students' knowledge and ability.Therefore,to study the knowledge of a topic,the study of the topic is the most important thing.The reason for the comparison in the form of knowledge classification is that the examination facilitates a more level and accuracy ofthe grasp of specific thematic knowledge,and in existing studies,there are few such research methods.This study used the literature method,the qualitative research method and the educational statistics method to study the three types of knowledge in textbooks and supplementary exercises.First,use the literature method to understand the current research situation and find the theoretical basis for this study.Then use qualitative research methods to establish knowledge classification standards.Finally,use education statistics method to calculate the average number of each type of knowledge,the proportion,teaching aids The grade correlation coefficient with the college entrance examination knowledge and make a comparison.The main conclusions of the study are as follows:(1)From the perspective of the quantity of the three types of knowledge,the average number of declarative and procedural knowledge in the textbooks is less than that of the college entrance examination.The physical conditions in knowledge of problem conditions are slightly different.The number of textbook physical conditions is equal to or slightly higher than the national volume of the national college entrance examination,but it is less than the voluntary proposition.In general,it can also be considered that the problem condition knowledge of the teaching materials is in quantity.Less than the college entrance examination.The amount of declarative knowledge,procedural knowledge,and problem-conditional knowledge of teaching aids is as large as or more than that of the college entrance examination.(2)From the calculation results of grade correlation coefficient,textbooks,supplementary materials,and college entrance examination have a high degree of correlation in the physical concepts and formulas of declarative knowledge,which are basically highly correlated and have a low degree of correlation with physical phenomena.From the perspective of procedural knowledge,the degree of relevance between the supplementary materials and the college entrance examination is highly relevant,and the degree of relevance between textbooks and the college entrance examination is moderately related to high correlation.Judging from the dimensions of knowledge of problem conditions,the degree of relevance of textbooks and supplementary materials to the college entrance examination is moderately correlated to high,but generally the degree of relevance between the supplementary materials and the college entrance examination is higher than the degree of relevance between thetextbook and the college entrance examination.(3)The knowledge with a high proportion of frequency is called “main knowledge”,and the same main knowledge in the national volume and autonomous proposition is named “core knowledge”.It does not appear in the college entrance examination question but appears in textbooks or teaching aids.The physical knowledge is called "broad knowledge." The three types of knowledge in textbooks and teaching aids can include all the core knowledge.With respect to the degree of inclusion of core knowledge in major knowledge,textbooks contain core declarative and problem-conditional knowledge in a similar degree to that of education,and the degree of inclusion of core procedural knowledge is less than that of teaching aids.As far as the source of breadth of knowledge is concerned,it may come from textbooks or from teaching aids,but there are more teaching aids than textbooks.This study shows that the number of three types of knowledge needed to solve in textbook exercises is generally lower than that of college entrance examination questions,and the knowledge of textbooks can cover core knowledge well.However,the degree of relevance between the three versions of textbook exercises and the three types of knowledge of the college entrance examination questions is not all in highly relevant,so "reading textbooks is not enough to cope with the college entrance examination." The three types of teaching aids are generally equal to or more than the college entrance examination in terms of numbers.Except for the low degree of correlation with physical phenomena,the degree of relevance between other knowledge in teaching aids and the college entrance examination is relatively high.Therefore,students' study needs supplementary teaching's help.However,the breadth of knowledge of teaching aids is more than that of textbooks.At the same time,the amount of knowledge needed to learn in teaching aids is more than that in college entrance examinations.Thus using such teaching aids may increase the student's academic burden.