A Comparative Study On The Designs Of Tech Gadgets In The Physics Textbooks Of Junior Middle School Between China And America

With the rapid development of today's social economy,the demand for innovative high-tech talents in the world is becoming more and more urgent,and the competition for talents is becoming increasingly fierce.Basic education in junior high school is the foundation for cultivating such talents.Only by cultivating students' scientific thinking methods and practical innovation ability in the junior high school can we lay a solid foundation for the growth of innovative high-tech talents.The activities of tech gadgets are the best way to cultivate students' independent innovation ability and practical ability.Studying the column design of the “Tech Gadgets” in junior high school physics textbooks will help to enrich and improve the educational theories related to tech gadgets,contribute to the implementation of the new curriculum reform and textbook reform of junior high school physics,and help to initiate the activities of tech gadgets in junior high school.Studying the column design of the “Tech Gadgets” in junior high school physics textbooks also helps junior high school physics teachers to use the activities of tech gadgets to carry out innovative practice teaching.Therefore,this thesis takes the “Tech Gadgets” column in the typical Chinese and American junior high school physics textbooks of the four editions:the Chinese People's Education Edition,the Shanghai Science Edition,the Zhejiang Education Edition and the “Science Explorer ” of USA.Starting from the four dimensions of the column elements,the presentation of elements,practical skills and the number of topics in the column,the design of the column was studied in depth.Through comparative research,this paper finds that there are obvious differences in the design concept of the “Tech Gadgets” column of Chinese and American junior high school physics textbooks.The American version of the textbook emphasizes the process of scientific inquiry,and scientific inquiry is the core of column design,emphasizing students to cultivate scientific thinking methods and innovative practical skills by participating in the activities of tech gadgets.The Chinese version of the textbooks emphasize the acceptance of the findings and conclusions.Scientific inquiry is only a tool and means to acquire scientific knowledge.Under the guidance of this design concept,the design of the“Tech Gadgets” column of Chinese version of the textbooks,whether it is the column elements and their elements presentation,or the explicit description of practical skills,is not as rich and detailed as the US version.In view of the above comparison results,the author believes that the preparation of the “Tech Gadgets” column in junior high school physics textbooks must first increase the proportion of “Tech Gadgets” columns in the textbooks;At least one " Tech Gadgets " topic in every aspect of mechanics,thermals,optics,electricity and magnetism,and acoustics;the second is that the “Tech Gadgets” column design should point to the STEM concept,focusing on the cultivation of students' innovative spirit and practical ability;the third is that the “Tech Gadgets” column elements should be diversified,including at least "Propose Questions","Production Goals",“Materials”,“Analysis and Conclusions”,“Expansion and Communication”,etc.Fourth,the “Tech Gadgets” column should be presented in a fresh way,and strive to show the corresponding practical skills and scientific inquiry methods.Fifth,the “Tech Gadgets” column should reflect in life,it is generally necessary to create a living environment and introduce low-cost experimental materials.On the basis of the above writing principles,the author constructs a general model of the “Tech Gadgets” column design based on the theory of constructivism and interest motivation theory,and finally gives a concrete “Tech Gadgets” column preparation case.