| In 2014,the Ministry of Education promulgated the "Opinions on Comprehensively Deepening the Reform of Curriculum Implemen tation and Implementing the Fundamental Tasks of Lide Shuren"(h ereinafter referred to as "Opinions"),clearly pointing out that it is necessary to gradually develop the core of student development in e ach syllabus according to the growth rules of students and the need s of society.The literacy system develops students with the necessa ry character and key abilities to meet the needs of lifelong develop ment and social development.The cultivation of core literacy is lai d out by the cultivation of literacy in various disciplines.Physical core literacy is one of the basic literacy and has an irreplaceable p osition in core literacy.Textbooks are an important link between tea chers and students,and convey the core educational philosophy.Ho wever,whether the current compulsory education textbooks meet the requirements of cultivating students' physical core literacy educatio n requirements,whether it can prepare for the cultivation of high s chool students' physical core literacy,this issue is the main directio n of this paper.This thesis is based on the "China Student Development Core Literacy",the physical core literacy,and the "Ordinary High SchoolPhysics Curriculum Standards(2017 Edition)".The analytical stand ards are formulated.The human education version of compulsory ed ucation textbooks is the research object,and the text analysis metho d is used.Analyze the text passages,pictures and other contents in the textbooks,use the frequency statistics method to conduct statist ics,find out the concrete manifestation of the physical core literacy in the compulsory education textbooks,and provide the better use of the teaching materials for the majority of frontline teachers to cu ltivate students' physical core literacy.Teaching suggestions for valu e.This paper draws the following conclusions through research:In the embodiment of the text,the frequency of the physical c ore literacy reflects from high to low: “formation concept” 369 freq uency,“scientific essence” 294 frequency,“application concept” 272 frequency,“STSE” 178 frequency,“proposed Physical problems "149 frequency,"acquisition and processing information" 105 frequenc y,"scientific attitude" 95 frequency,"scientific reasoning" 81 freque ncy,"scientific argument" 70 frequency,"build model" 59 frequency,"formation conjecture and hypothesis" 48 Frequency,"design experi ment and formulation plan" 45 frequency,"moral and norm" 43 fre quency,"innovation" 35 frequency,"find conclusion and explain" 34 frequency,"communication,evaluation,reflection" 24 frequency,"question" 15 frequency.In the embodiment of the picture,the frequency of each eleme nt of physical core literacy is from high to low: "Scientific essence" 135 frequency,"formation concept" 128 frequency,"STSE" 97 fre quency,"build model" 84 frequency,"design Experiment and develo pment plan " 41 frequency,"propose physical problem" 31 frequency,"question innovation" 31 frequency,"acquisition and processing inf ormation" 26 frequency,"scientific attitude" 26 frequency,"moral an d norm" 20 frequency,"application concept " 14 frequency,"scientifi c argument" 7 frequency,"scientific reasoning" 0 frequency,"comm unication,evaluation,reflection" 0 frequency,"formation of conjectu re and hypothesis" 0 frequency,"find conclusion and explain" 0 fre quency.From the above data can be seen:(1)The textbook pays attention to the cultivation of the elements o f “formation concept” in the form of illustrations and texts,while t he “application concept” elements are less reflected in the form of pictures,indicating that the teaching materials are not enough to cul tivate the application concept elements in the form of pictures.(2)The textbooks are more inclined to the picture mode for the“model construction”,and the “questioning” and “innovation” in the text content and the picture content are low.(3)The textbooks pay insufficient attention to the cultivation of the elements of “communication,evaluation and reflection”.(4)Regardless of whether it is in the content of the text or in the content of the picture,the textbook does not pay enough attention t o the embodiment of the "moral and normative" elements.In partic ular,knowledge about ethics in social development and environment al protection is rarely mentioned.(5)In the embodiment of the "scientific essence" and "STSE" elem ents,the form of the picture is a good complement to the difficulty of the knowledge in the text description,and the abstraction is dif ficult to understand. |
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