| Teaching materials are the main resources for students to learn.The compilation of teaching materials in line with students’ learning mechanism is the basic guarantee of the effectiveness of teaching materials.In this field,there is no systematic study on the effectiveness of the compilation of physics textbooks based on the achievements of learning psychology.This paper intends to study the standard of the effectiveness of physics textbook compilation based on the theory of learning psychology and physics learning mechanism.The main theoretical work is as follows:1.According to the theory of learning psychology,this paper puts forward the basic criteria for the effectiveness of compiling physics textbooks in different ways and links:to meet the requirements of students’ learning mechanism.It includes:（1）in the part of obtaining the conclusion,it should meet the requirements of the information processing mechanism of information processing psychology;（2）in the way of experimental inquiry learning,students should be made to experience the correct link of scientific inquiry,at the same time,it can meet the requirements of the skills needed to follow the cognitive strategies of each sub-link to choose and solve sub-problems.（3）in the learning way of theoretical analysis,we should meet the requirements of following the scientific demonstration method and the scientific logical thinking method to choose the skills needed to solve the problem.2.According to the teaching task analysis technology,the process of evaluating teaching materials is put forward as follows:（1）Teaching task analysis,including: 1 to determine the learning conclusions;2 to determine the learning approach;3 to determine the learning materials（teaching examples in the textbook,demonstration experimental instruments,inquiry instruments）;4 clear sequence;5 to determine the effective information to be identified or the strategies and skills to be followed.（2）according to the analysis of the above teaching tasks,we can judge whether the textbook is in line with the learning mechanism.3.According to the above-mentioned textbook compilation standards and processes,several typical textbooks with different learning approaches are selected,and the effectiveness of textbook compilation is systematically analyzed according to whether the learning mechanism is consistent or not.This paper puts forward some suggestions for compiling and modifying the contents that do not conform to the learning mechanism.The main practical work is as follows:1.Teachers’ investigation on the selection criteria of teaching materials from the perspective of original experience.Through the questionnaire survey and case interview of some physics teachers in front-line senior high school,we understand the teachers’ selection and evaluation of teaching materials in their original experience.It is found that there are various criteria for front-line teachers to choose teaching materials.Most of them rely on their accumulated teaching experience and intuition to judge the pros and cons of teaching materials.There are neither specific standards nor unified textbook analysis procedures.2.A survey of teachers’ recognition of the textbook evaluation standards and processes proposed in this study.Through the interview,it is found that teachers have a high degree of recognition of the standards and processes proposed in this study.3.Based on the textbook compilation cases that do not conform to the learning mechanism and the learning mechanism,the students are classified and tested.It is found that there are significant differences in the identification of effective information,the acquisition of learning conclusions and the use of learning strategies among different groups of learners.The research shows that the standards proposed in this study are reasonable and the textbook compilation based on learning mechanism is feasible. |
PDF Full Text Request