A Comparative Study Of The Physics Part Of The Current Chinese And Japanese Junior High School Science Textbooks

Education is the foundation of national prosperity.The development of the times needs talents,and the cultivation of talents can not be separated from solid basic education.In school basic education,textbooks are not only one of the links between teachers and students,but also the main materials for students to learn.They are also one of the main media for students to understand and acquire the laws and principles of nature.Physics reflects the fundamental law of movement of all things in the world and is the scientific basis for students to understand the objective world.As a developed neighbouring country in Asia,Japan's education has something worth learning and learning from.This paper compares the mainstream science textbooks of Japan and Zhejiang Province in China,draws the differences between the two countries in compiling textbooks,recognizes the advantages and disadvantages of the textbooks of the two countries,so as to learn from each other better.Through introducing the two mainstream science textbooks in China and Japan,this study studies the background,purpose,background and significance of their comparison.Through the methods of literature reading,comparative research and case comparison,this study compares the curricula,curriculum standards,textbook header setting,column setting,chapter end setting,knowledge structure arrangement of physical part and specific case comparison between the two countries.For example,the physical parts of the textbook are compared.Firstly,this paper makes a literature review of the existing master's thesis on the comparison of textbooks,and finds that most of the comparison work of physics textbooks is centered on Chinese textbooks and English textbooks.The comparison work of Physics Textbooks between China and Japan is less,and the comparison work of science Comprehensive Textbooks in junior middle school has never appeared.Secondly,according to the guidance documents of science curriculum design between the two countries,this paper compares the two corresponding courses' time setting,subject proportion and knowledge points stipulated by curriculum standards,and draws a conclusion that there is a high degree of similarity and comparability between the two corresponding courses.Then the fourth chapter of the paper compares the physical part of the textbook in three dimensions: the first chapter setting,the column setting and the last chapter setting.Tokyo Book Edition textbook has prominent pictures at the beginning of the chapter,many columns are widely distributed,exercises and points of knowledge are set at the end of the chapter,and textual guidance is prominent at the beginning of the textbook in Zhejiang Edition.There are many columns corresponding to the textbook in Tokyo Edition.At the end of the chapter,the structure map of knowledge points is listed to help students review the content of the chapter.Thirdly,this study compares the structure of knowledge points and the use of illustrations in some textbooks.Generally speaking,the similarity of knowledge structure and logical expansion order of the two sets of textbooks are greater.The knowledge points in Tokyo Book Edition are more difficult,and the physical part is more concentrated in the textbooks.In the use of illustrations,there are more illustrations and more types in Tokyo Book Edition textbooks.The use of illustrations in the two sets of textbooks has its own characteristics.Finally,this paper chooses three corresponding cases to compare the two sets of textbooks,and compares the same knowledge points on the two sets of textbooks to analyze the advantages and disadvantages of the two sets of textbooks.Through the comparative study of the science textbook "New Science" in Tokyo Book Edition of Japan and the science textbook "Science" in Zhejiang Educational Edition of China,I hope that it will be helpful to improve the physics part of the science textbook in junior high school.