A Study Of Consistency Between High School Physics Textbooks And Curriculum Standards

In December 2017,the General High School Physics Curriculum Standard was released,and the re-writing and use of physics textbooks has been carried out one after another.Since June 2019,the people's Education Press,Shandong Science and Technology Press and Shanghai Science and Technology Press have issued new versions of physics textbooks for senior high schools.Under the present situation of education of "one standard and more copies",there will be some differences in the content of different versions of textbooks written on the basis of the same curriculum standard because of the regional differences and the subjectivity and cognitive differences of the writers,which will often have an impact on teaching,and if it is serious,it may lead to the appearance of educational inequity.Therefore,this study puts forward an in-depth analysis of the consistency between the curriculum standards and the contents of the new textbooks published by People's Education Press and the Luke edition,and provides feedback and valuable suggestions for the revision of different versions of textbooks according to the results of the study,so as to lay the foundation for better development of physics education in senior high schools.The study takes the 2017 edition of physics curriculum standard issued by the Ministry of Education of the People's Republic of China(the content of the course is related to the requirements of the compulsory course one)and physics compulsory course one issued by the People's Education Press(June 2019,first edition)and Shandong Education Press(July 2019,first edition)as the research objects,employs literature research,content analysis,comparative research as the main research methods,chooses SEC consistency analysis model as the main research tool,using Porter consistency coefficient calculation formula to analyze from the perspective of quantitative data,and at the same time have an in-depth discussion about the consistency between the new curriculum and textbook content from three aspects of the cognitive level,content theme and overall analysis.After in-depth analysis and calculation in the study,the Porter consistency coefficient value between the textbook and the new curriculum standard was higher than the 0.05 level significant reference value P01(0.6928>0.6671),and the Porter consistency coefficient value between the Luke edition textbook and the new curriculum standard was higher than the 0.05 level significant reference value P(0.7248P01(0.6928>0.6631).Thus it is concluded that there is significant consistency between the new curriculum standard and the contents of the two editions of the textbook.In addition,through further qualitative analysis,researcher found that the focus of the two themes about the description of motion and the force and motion between two editions of the textbook and the new curriculum standard is almost identical from the aspect of content theme.The distribution of knowledge points in the three dimensions of operation,analysis and application is consistent between the two versions of textbooks and the new curriculum from the aspect of cognitive level.Through content distribution graphs,researcher discovered that the whole distribution of knowledge points of the new curriculum standard coincides with that of the two editions of textbooks.In general,the new curriculum standard and the required content of the two editions of the textbook have a high consistency on the whole,but there are some differences in the focus of content theme and cognitive level distribution.In view of the above research conclusion,three suggestions are proposed.At the part of requirements for textbook content writing of the curriculum standard,the content can be appropriately increased.On the basis of reflecting the state's purpose of educating people,the students' practical situation should also be combined.In the course of the later adjustment and revision of the textbook,the problems about the different emphasis of the content distribution between the new curriculum standard and the textbook and the different levels of cognitive level distribution of the relevant knowledge points should be modified.When teachers use different versions of textbooks,they should carefully understand the characteristics of using versions of textbook so that the advantages of textbook can be maximized and meanwhile,they should understand the differences between the textbook used and the curriculum standards and adjust the discrepancy in time in the actual classroom teaching.