Research On The Presentation Of Scientific Thinking Literacy In Junior High School Physics Textbooks

In the latest "General Physics Curriculum Standards" promulgated by China,scientific thinking literacy is an important part of core physics literacy.As a science course,physics is to train students how to think scientifically.Physics education should put the cultivation of students' scientific thinking at an important position.Physics textbooks are an important carrier of physics knowledge,physics methods,physics thoughts,and an important link connecting teachers' teaching activities and students' learning activities.They have an important influence on the cultivation of students' scientific thinking literacy.Scientific thinking literacy must be implemented in textbooks and practical teaching.Therefore,analyzing the manifestation of scientific thinking literacy in physics textbooks has a positive effect on the cultivation of students' scientific thinking ability.Based on the above background,the original intention of this study is to explore the embodiment of scientific thinking literacy in junior high school physics textbooks.Combine the scientific thinking literacy of physics subject with physics textbooks for analysis,and sort out and present the scientific thinking literacy embodied in physics textbooks.The research object selected in this article is the junior high school physics textbook of the People's Education Edition.Based on the relevant content of scientific thinking literacy in the "General High School Physics Curriculum Standard(2017 Edition)",the analysis standards are formulated.Document method,survey method,content analysis method,etc.were used in the research process.The main contents of the research are:(1)Read,analyze,and organize a large number of documents to understand the relevant research on scientific thinking by scholars at home and abroad,based on the four elements of scientific thinking in the "Ordinary High School Physics Curriculum Standards".Make operational definitions for the elements of scientific thinking reflected in the junior high school physics textbooks of the People's Education Board.(2)Conduct a questionnaire survey on junior high school physics teachers to understand the understanding and attitude of junior high school physics teachers to scientific thinking and teachers' mastery of the content of scientific thinking qualities reflected in the teaching materials,providing reference for the analysis of teaching materials.(3)According to the definition of scientific thinking literacy in the textbook,the content analysis method is used to analyze the content of the textbook,the frequency of each element of scientific thinking literacy is counted,the data is quantified,and the results are analyzed from both qualitative and quantitative perspectives.(4)According to the research results,teachers are suggested to use textbooks to cultivate students' scientific thinking,and suggestions for the compilation of teaching materials.Through the research in this article,the following conclusions are obtained:(1)On the whole,scientific thinking literacy is reflected in the three textbooks in the order of "scientific argumentation","scientific reasoning","model construction",and "questioning innovation".The frequency of "questioning innovation" in the textbook is relatively small,and there is a big gap with other factors.(2)From the perspective of the four elements of scientific thinking,the vast majority of the "model construction" embodied in the textbook is the completed model,lacking the content for students to construct the model themselves;the content of "scientific reasoning" in the textbook is concentrated in the "proportion Inference" shows that the textbook pays more attention to the cultivation of students' computational reasoning ability;the content of "scientific argument" in the textbook is more abundant;the elements of "questioning innovation" in the textbook are less frequent and the element of "innovation" is embodied in a single way.(3)From the perspective of different course types in the textbook,the structure of the four elements of scientific thinking reflected in the different course types in the textbook is very different,which shows that different courses have different emphases on scientific thinking."Scientific reasoning" is the most manifested in the concept class,and "scientific argumentation" is the most manifested in the regular class and the experimental class.(4)From the perspective of different physical contents,the frequency of the various elements of scientific thinking reflected in different physical contents is very different.The "scientific reasoning" is the most reflected in the "material and sound and light phenomena",and the "scientific argument" is the most reflected in other contents.The overall scientific thinking literacy is more evenly reflected in different teaching content,and the "electricity and magnetism" part reflects a little more scientific thinking literacy.(5)From the perspective of different columns of teaching materials,there is a big gap in the number of overall scientific thinking literacy in different columns.Scientific thinking literacy is most frequently reflected in the column of "Hand and Brain Physics".In summary,this thesis is based on the scientific thinking literacy in the latest high school physics curriculum standards,and takes the junior high school physics textbook as the research object.Use the literature method,survey method,content analysis method to study the embodiment of scientific thinking literacy in junior high school physics textbooks,strive to outline the current status of scientific thinking in the junior middle school physics textbooks from various perspectives and aspects.Although the current junior high school physics textbooks are written based on three-dimensional goals,to a certain extent,"core literacy" is the development of "three goals".From this,it can be expected that the curriculum reform and textbook compilation in the compulsory education stage will soon be implemented with the core literacy as the framework.Analysis of junior middle school physics textbooks based on the scientific thinking literacy in the new curriculum standard,understanding the advantages and disadvantages of the current junior high school physics textbooks from the perspective of scientific thinking has practical value and practical significance for the compilation of new textbooks and the cultivation of students' scientific thinking by teachers.