Research On The Presentation Of Textbook Content Based On The Concept Of Energy

In 2013,the Ministry of Education launched a new round of Ordinary High School Curriculum Standard revision work in China.The focus of this curriculum standard revision is to build Subject Core Literacy,and clarify the essential qualities and key abilities that students should achieve after the end of the curriculum.As far as physics is concerned,physics idea is one of the most important dimensions of physical core literacy.Energy idea is an important part of physical concept.It should be effectively presented in physics textbooks.This paper studies the presentation of the two level theme "mechanical energy and energy" corresponds to the contents of the two versions high school physics textbooks,which are respectively published by PEP and Shanghai Science and Technology Press.On the one hand,the author analyzes how the two versions textbooks show the energy idea and determines the effect of different textbooks on the construction of energy idea,in order to help teachers to excavate teaching resources and make full use of teaching materials in the process of using textbooks.On the other hand,combining with the characteristics and differences in the presentation of energy idea between different textbooks to determine the adaptability of different textbooks,and puts forward some pertinent suggestions to improve the energy content in the presentation of textbooks and to better reflect the energy idea.The main work of this paper includes the following three aspects:1.Through the literature analysis,the author defined the connotation of energy idea,and analyzed the related research on the presentation of energy content in physics textbooks.2.According to the construction theory of energy idea,and combining with the feedback information of the front-line teachers to the "textbooks diversification",the author based on energy idea to build an analysis model of the presentation of the energy content of high school physics textbooks.3.The author applied the analysis model to analyze and compare the three aspects of the structure arrangement,the macro presentation and the microscopic presentation of the energy content of the textbooks published by PEP and Shanghai Science and Technology Press.Through the analysis and comparison of the two versions textbooks,this study has got the following conclusions:1.In the textbooks published by PEP,the structure arrangement of energy content emphasizes logicality and preciseness,and focuses on the sequential construction of students' energy knowledge system with the deepening of learning process.The textbooks published by Shanghai Science and Technology Press emphasizes the theme of energy content,pays attention to clarify the relationship between energy and matter,movement and interaction,and emphasizes the introduction of the relationship between energy and social,economic and technological development.2.On the macro level,in terms of diagrams and charts,the textbooks published by PEP attention to using pictures to analyze or explain physical models.The textbooks published by Shanghai Science and Technology Press emphasizes the theoretical analysis of energy content and the introduction of the relationship between energy and society,life and technology,giving consideration to the scientificity and applicability of energy content.As far as column setting is concerned,the textbooks published by PEP emphasizes the thinking and communication about energy problems or phenomena,pays attention to the practical application of energy knowledge,and focuses on deepening students' understanding of energy content through experimental inquiry.The textbooks published by Shanghai Science and Technology Press not only covers the above column types and their effects,but also emphasizes the introduction of the relationship between energy and science,technology and social life,and emphasizes students' general understanding of energy.3.On the micro level,the use of the knowledge or experience of the students for the textbooks published by PEP is usually presented in a variety of forms,the textbooks published by Shanghai Science and Technology Press often guides the students to build their own knowledge through problems.The creation of knowledge scenario is mostly based on the application of energy knowledge in the textbooks published by PEP,while the textbooks published by Shanghai Science and Technology Press study the energy problems in the macroscopic and realistic physical situation.The design of induced problems is not prominent in the textbooks published by PEP,and lacks reasonable logicality between the content and the upper and lower contents,and the textbooks published by Shanghai Science and Technology Press is guided by the original physics problem,which promotes the design of the whole teaching content.The textbooks published by PEP provides and introduces the established research plan in detail.The opening degree of inquiry activity is relatively small,and the level of inquiry level is low.the textbooks published by Shanghai Science and Technology Press designs the inquiry elements through the form of questions.The opening degree of inquiry activity is relatively large,and the requirements for students' inquiry thinking are relatively high.The contents of the two versions textbooks are all designed to promote students'cooperation and communication,and the two versions textbooks are not very different in this respect.According to the above analysis,the author thinks that the two versions textbooks have their own characteristics in the content presentation based on the energy idea,each of which has its own distinctive features and styles.As far as adaptability is concerned,the content presentation of the textbooks published by PEP is more basic,which is suitable for the regions in the middle and western regions that are not sufficiently developed for the development of urban or economic culture education.The textbooks published by Shanghai Science and Technology Press highlights the openness of the content presentation,which is suitable for the schools with better teachers,better students' learning foundation and relatively superior educational conditions.