A Study Of Chinese And German Junior High School Physics Textbooks Focusing On "Energy"

The textbook is not only an important basis for teachers to organize teaching activities,but also one of the important means for students to acquire knowledge and understand the world.As one of the three themes of the course content,"Energy" plays an important role in physics.Contents vary in different versions.In the German Karlsruhe Physics Course(KPK),the main physical concepts include energy,information and their carriers.The curse structure is under the action of the corresponding "potential difference".This essay takes constructivism theory,learning transfer mechanism and Bruner's spiral curriculum demonstration as the theoretical basis for the research.Based on compulsory education physics curriculum standards,the literature research method and the comparative research method are used to compare the "Energy" chapter in KPK textbook and Peking Normal University textbook.Before comparing two versions of textbook,a comprehensive understanding of the context is necessary.The analysis and comparisons involve the following four aspects.First,what materials are contained in the content.Second,how the content is organized and presented.Finally,how sample questions and exercises are arranged.Two versions of the textbook are different in the aspects mentioned above.In content,it is easier to understand Beijing Normal University version and its scope is limited;while KPK textbooks is more comprehensive and in-depth.In terms of content organization,Beijing Normal University version focus more on the introduction of concepts and less on principles.KPK version,however,pays more attention on practice.It tends to guide students to use principles to understand life phenomena or explain physical laws.As for presentation Beijing Normal Edition attaches great importance to color matching,and there is a strong sense of layering between the columns.KPK is more likely to use humorous words and transitional language.For illustrations,Beijing Normal University version utilizes a lot of physical maps and portrait portraits.On the contrary,KPK version tends to use schematic diagrams and coordinate charts.Examples introduced in the two versions are both very basic and most of them are purely formula applications.The main purpose is to familiarize students with the application of formulas.The number of exercises is the same,but the type differs.The order ofexercises is emphasized in Beijing Normal University textbook.Exercises change from easy to hard.Exercises on the KPK textbook are more open.After comparing two versions of textbook,the following recommendations are made to textbook writers and users.Firstly,increase chapter column settings and enhance the relevance of "energy" knowledge to daily life and contemporary science and technology.Secondly,improve the readability and comprehensibility of textbooks.Thirdly,expand the scope of "energy" in junior high school physics textbooks.Besides,strengthen the correlation between the chapters of the "energy" part.Then,humanistic quality education should be applied in imparting "energy " knowledge by introducing scientific history,career orientation and the love to hometown.Moreover,increase the proportion of chart illustrations,use some humorous words and transitional signs and introduce some open questions.Finally,to make "energy" part easier to understand,it is recommended to appropriately deepen the difficulty of laws or formulas in the example questions.