A Comparative Study Of The Presentation Methods Of Physics Textbooks In Chinese And American High Schools

Concepts are an important part of physics,and they are also the basis for the successful construction of the physics knowledge system.Therefore,the scientific arrangement of teaching material concepts helps teachers and students to carry out efficient teaching activities.This thesis will focus on the American high school physics textbook "Principles and Problems"and the Chinese People’s Education Edition of the high school physics textbook,comparative analysis of the two,mainly using the following research methods:text analysis method,comparative research method,literature research method,Compare the concepts in terms of the main content,knowledge points,introduction methods,telling methods,and consolidation methods involved in the concepts.By comparing the two mechanics concepts of’mechanics",we can see that the main contents of the two countries’ teaching concepts are all around"the description of motion,uniformly linear motion,interaction-the relationship between force,motion and force,Projectile motion,circular motion,gravitation and space navigation,conservation of mechanical energy,conservation of momentum,mechanical vibration,mechanical waves"are organized.The similarity of concept definitions reaches 80%,therefore,the connotations of the two textbook concepts are basically the same;when telling the concepts,both textbooks are designed to assist the concept teaching through design experiments,focusing on the cultivation of students’ scientific inquiry ability and hands-on operation ability;The consolidation of concepts emphasizes ability and life.However,each has its own characteristics in terms of concept presentation.The textbook concept of the People’s Education Edition is complete,rigorous and scientific,and strives to give students a more complete theoretical system;in the process of concept presentation,based on students’ cognitive laws,deductive methods are used to present basic knowledge to complete teaching goals.Regarding the concept statement,the American textbook presents the characteristics of clear organization,fixed on structure,greater difficulty,wider depth,and contemporary highlights.In addition,it is also good at using various experiments and pictures to reflect,and it has set up the Internet to keep up with the development of the times.Columns,such as physical online,network links,etc.students can use this to start autonomous learning.Through comparative research,we can draw on the following advantages of American textbooks:appropriately increase the perceptual materials such as charts,models,and examples around concepts,increase students’ perceptual knowledge,and cultivate their logical thinking ability;at the same time,enrich the experimental forms related to concepts,simplify tedious and complicated.The experiment of the course makes it an obvious small experiment in life,which makes the experiment more operable;student concept learning emphasizes sustainability,guides students to make full use of Internet resources for data collection,and promotes continuous learning after class.Conducive to students’ comprehensive and in-depth understanding of concepts.Based on the reasonable layout of the textbook concepts,teachers should start from the concept characteristics and student learning situation to properly deal with the concept,select a more targeted concept teaching method for high-quality concept teaching.