A Comparative Study On The Structure Of Chinese And American High School Physics Textbooks Based On ISM

The knowledge structure of textbook reflects the editor's perception of the knowledge system.Because the editors of different textbooks have different educational experience and textbook views,which results in large differences in textbooks,especially between different countries' textbooks.The application of ISM in textbook research can objectively reflect textbook knowledge structure.Therefore,using ISM method and text analysis method to compare the textbooks of China and the United States can combine quantitative analysis with qualitative analysis.Combing the knowledge structure system of the textbooks of the two countries and comparing the differences of textbook compilation between the two countries will help people to understand the educational thought of the two countries.This paper makes a comparative analysis of the contents of PEP education of“Physics”for high schools compulsory 2(abbreviates as PEP edition)and the corresponding contents of “Physics Principles and Problems”(abbreviates as 3P)in the United States.Firstly,the similarities and differences of the overall knowledge structure of the two textbooks are analyzed and compared by using Interpretive Structural Model(ISM).The concrete steps are as follows:(1)Drawing a hierarchical digraph of the two themes of “curve motion” and “mechanical energy”,objectively reflecting the formation relationship between knowledge elements in the textbook in the form of digraph.(2)Comparing the similarities and differences of the key elements,starting elements,node elements and the relationship between the elements in the hierarchical digraph under the same theme between the two textbooks.Secondly,the text analysis method isused to analyze and compare the construction process of core elements.With the introduction of elements,the presentation and treatment of elements and the application of elements as three analysis indicators,the typical common elements,starting elements and nodal elements in the two textbooks are selected for analysis,and their advantages and disadvantages as well as the educational ideas reflected are compared.The research found that the two editions have their own characteristics.Through ISM analysis,we can get:(1)the diversity of factor knowledge selection;(2)the diversity of element presentation modes.Through text analysis,it can be concluded that the process of factor construction is diverse and different.Based on the findings of the survey,this paper put forward some research suggestions for Chinese textbook compilation and teachers' teaching:(1)Using “analog” or“image”;(2)Relating the introduction,presentation and application of elements as a whole with students' knowledge background and actual life;(3)The perspective of the elements should be diversified;(4)Perfecting the formation path of the elements;(5)the “secondary development”of the teaching materials;(6)Using the guidance method of the problem strings.