A Comparative Study On The Structure Of Physics Textbooks In Chinese And British High Schools

The structure of physics textbook in middle school shows the construction mode of various elements from inside and outside the physics discipline,which are selected by the textbook developers and converged into a book.It embodies the physical education concept of textbook developers and their understanding of physics and students' psychology.By analyzing the structure of teaching materials,the users of teaching materials can better understand and use teaching materials.When we analyze the factors that make up the content of the textbook,and the factors do not have simple hierarchical characteristics,or the relationship between them is not clear,it is very difficult to find the relationship between the factors at all levels directly through the general method.Applying the Interpretative Structure Model to analyze the structure of teaching materials can make the elements hierarchical and chain.In this study,we choose the electromagnetism of Physics published by Shandong Science& Technology Press and Cambridge International AS & A-Level physics coursebook from Great Britain to analyze and compare.This study can show the similarities and differences between the two countries' middle school physics curriculum system and physics education concept,which can also provide useful enlightenment for the development of middle school physics textbooks in China.The specific steps of this study are as follows:(1)extract the elements;(2)determine the relationship between the upper and lower elements;(3)transform the formation diagram of the element relationship into the adjacency matrix;(4)find the reachable matrix;(5)determine the element level;(6)draw the element level digraph.Based on the analysis of the four electromagnetism modules of electric field,current,magnetic field and electromagnetic induction,this study compares the electromagnetism structure of the two sets of teaching materials from four aspects: element selection,starting element arrangement,ending element arrangement and element chain.Based on the comparison of the electromagnetism structure of the two sets of teaching materials,the following conclusions are drawn from the following four aspects:(1)The similarities and differences in the selection of textbook contents:(1)the selection of textbook contents pays attention to the basis and frontier;(2)the selection of SSTP edition focuses on the theory;(3)the selection of CIE edition focuses on the application;(2)The similarities and differences in the arrangement and organization of the contents of the teaching materials:(1)the arrangement and organization of the two editions of theteaching materials try to realize the unity of the logical order of the physics discipline and the psychological order of the students;(2)the strictness of the teaching materials of the Luke edition;(3)the flexibility of the CIE edition;(3)The differences and similarities of the compiling styles of the contents of the textbooks:(1)the two editions of the textbooks attach importance to the compiling style with students as the main body;(2)the edition of SSTP focuses on the compiling style with students as the main body;(3)the edition of CIE focuses on the compiling style with students as the main body;(4)From the point of view of the core literacy of physics discipline,this paper examines the different emphases of the two editions of textbooks:(1)both editions attach importance to the embodiment of the core literacy of physics discipline;(2)the edition of SSTP focuses more on scientific exploration and scientific attitude and responsibility;(3)the edition of CIE A-level focuses more on physical concepts and scientific reasoning.Based on the conclusion of the research,we can get the following enlightenment:(1)the reasonable structure of middle school physics textbook should be the unity of the structure of society,the logical structure of physics discipline and the psychological structure of students;(2)the core quality of physics discipline embodied in high-quality textbook should be the balance of physical concept,scientific reasoning,scientific inquiry,scientific attitude and responsibility;(3)middle school physics textbook is the carrier of physical knowledge and also a tool of scientific practice.