A Comparative Study Of Examples And Exercises In The New And Old Textbooks For Senior Middle School Physics

Examples and exercises are one of the main components of senior middle school physics textbooks,which play an important role in the process of physics teaching.Good examples and exercises can help students learn physical knowledge more effectively,they can cultivate their ability to apply the learned physical knowledge to real life and test the learning effect of students,so it is necessary and meaningful to study the characteristics of examples and exercises in textbooks.With the implementation of the new curriculum standards,the textbooks have been revised and rewritten accordingly,combined with examples and exercises in the old textbook can more intuitively study the characteristics of their in the new textbook.Firstly,based on the literature research and theoretical analysis,the paper attempts to rebuild the characteristics analysis framework of examples and exercises in senior middle school physics textbook which included the scientific thinking character on the basis of previous study.Secondly,the paper makes a comparative study on the characteristics of chapter structure setting,and the characteristics of examples and exercises in senior middle school physics textbook for the people' education press in the Compulsory 1 and Compulsory 2 parts.Finally,according to the analysis results,the paper provide feasible suggestions for the use and revision of examples and exercises in the new textbook.The comparative study of the characteristics of examples and exercises in senior middle school physics textbook for the people' education press has the following conclusions:(1)In terms of chapter structure design,the knowledge content covered by the old and new senior middle school physics textbooks for the people' education press is basically similar,but the new textbook has fine-tuned the order of some chapters according to the requirements of the new curriculum standard,making the level of knowledge in the textbook more reasonable and more consistent with the development law of students' cognition.(2)In terms of surface characteristics,the number of examples in the old and new senior middle school physics textbook for the people' education press are the same,and the types of the questions are not much changed,and most of them are calculation questions;The types of illustrations in the examples are basically similar,and most of them are phenomenon schematic diagrams;The background of the example questions is better than that of the old textbooks.The number of pure knowledge questions without background is reduced,and new topics with scientific background are added.New textbook exercises have added end-of-chapter exercises,so the number of exercises is much greater than that of the old textbooks,but the number of end-of-section exercises in the new and old textbooks is basically the same;the types of questions are basically the same,which covering the seven common problem types,and the most common ones are calculation questions.The proportion of exercises without illustrations in the new textbook is slightly lower than that in the old textbook,and the most illustrated topics are phenomenal schematic diagrams.The background of the new textbook exercises is not as good as the old textbooks,especially the newly added end-of-chapter exercises examine more pure knowledge topics without background.(3)In terms of difficulty characteristics,the overall difficulty of examples in the new senior middle school physics textbook for the people' education press is higher that of the old textbooks.The new textbook's example questions are higher than the old textbook in the two difficulty factors of topic situation and number of knowledge points,in which the number of knowledge points is a little more prominent,while the knowledge level and calculation level of the new and old textbook's example questions are basically the same.In general,the exercises of the new textbook are slightly lower than the old textbook in terms of the difficulty factor of the subject situation,and the three difficulty factors of knowledge level,number of knowledge points and calculation level are higher than the old textbook.Among them,expect the difficulty factor of the number of knowledge points in end-of-section exercises of the new textbook is the same as that in the old textbook,and the difficulty factor of knowledge level,topic situation and operation level is higher than that in the old textbook.(4)In terms of scientific thinking characteristics,the physical model explicitly used in the examples in the old and new senior middle school physics textbook for the people' education press is basically the same.Among them,there are few problems that explicitly use the object model,and there are more problems in the process model.The scientific reasoning methods used in the examples are basically the same,and most questions use deductive reasoning.The scientific argumentation and questioning innovation in the examples are not very good,most of the topics do not clearly present the relevant elements of scientific argumentation and questioning innovation.The exercises in the new textbook as a whole make it clear that the use of object models and process models is better than the old textbooks.Among them,the types of explicit use of object models are more comprehensive than the old textbooks,and the types of explicit use of process models are the same,but the proportion of questions in the new and old textbook exercises clearly using physical models is not high.The scientific reasoning methods used by the exercises as a whole are basically the same.The most used are deductive reasoning.A small number of exercises use inductive reasoning.A few exercises use analogical reasoning.The number of exercises that do not use scientific reasoning methods reaches about 25% of the total number of exercises.The scientific argumentation and questioning of innovation of the exercises are not very good.Most of the questions do not clearly show the relevant elements of scientific argumentation and questioning of innovation.The ratio of the topics of the new textbooks is slightly lower than that of the old textbooks.