A Comparative Study Of Six Versions Of Physics Textbook Based On Core Literacy Development In Senior High School

Teaching materials are the intermediary between teachers' teaching and students' learning,the important link to maintain bilateral teaching activities,and the important carrier of knowledge inheritance.Since 2003,high school physics textbooks in China have evolved from "one textbook for one subject" to "one standard and multiple textbooks",and multiple versions of physics textbooks have emerged,which have greatly enriched the types of high school physics textbooks in China.Although these different versions of textbooks are "the same of the origin",they also have "genes" of different regions.Different writing features and content Settings not only reflect the author's whimses but also include local differences and cultural backgrounds.The study of different versions of high school physics textbooks is conducive to providing certain valuable reference for the compilation of textbooks,and is conducive to helping each region to understand the characteristics of each edition of textbooks and choose appropriate textbooks.And is beneficial to help front-line teachers to compare the compilation of different versions of the same knowledge point and design a teaching design more in line with the law of students' cognitive development.Therefore,this paper has academic research significance and teaching practice value.Based on the theory of constructivism,this paper studies six versions of high school physics textbooks published by people's education press,education science press,Shanghai science and technology education press,shandong science and technology press,guangdong education press and people's education pressBy means of literature research,comparison,analysis and other methods,this paper makes a comparative study on the mechanics part of high school physics textbooks in different versions.The main contents are as follows:The first chapter is the introduction part,firstly describes the research background and the research purpose and significance,then explains the domestic and foreign research present situation,finally introduces the research thought and the research method and the innovation point.The second chapter is the theoretical basis of this study,mainly introduces the emergence and development of constructivism learning theory and the main content of constructivism learning theory.The third chapter compares the mechanics knowledge points of different versions of high school physics teaching materials,compares and studies the arrangement of knowledge before and after the same knowledge points,the way of introducing knowledge points,the presentation and design of physical experiments,thedescription of physical concepts,the teaching logic and so on.The fourth chapter makes a longitudinal comparative study on the mechanics of high school physics in different versions.Based on the four elements of "physics concept "," scientific thinking" and "scientific inquiry "," scientific attitude and responsibility ",this paper makes a comparative study on the guiding system,example system,after-school exercises system and characteristic column system of the six versions of high school physics teaching materials.Chapter five and chapter six are the reflection and summary part of comparative research.Based on the previous research,the author summarizes the characteristics of the mechanical knowledge part in the six versions,explores the advantages and disadvantages of the teaching materials,and puts forward some suggestions for the later compilation,revision and the use and treatment of the first-line teachers in the teaching materials.