A Comparative Study Of High School Physics Textbooks From The Perspective Of Core Literacy

Since the 1950 s,the western developed countries have started the curriculum reform,and our country has been carrying out and promoting the curriculum reform with the pace of the times.The curriculum expert group has revised and upgraded the high school physics textbooks for many times,in order to constantly update and adapt to the needs of talent cultivation in China.In 2017,the Ministry of Education promulgated the high school physics curriculum standard(2017 Edition),which defined the education direction of physics.Subsequently,the expert groups of physics textbook compilation all over the country will compile and upgrade the physics textbook on the basis of the original.In 2019,the major versions of high school physics textbooks with local characteristics will be published one by one.As the knowledge carrier of students' learning,textbooks play an important role.With the development of curriculum reform,textbook research has gradually become a hot research topic.After reading the relevant literature,we can know that the previous research on the textbook is mostly carried out from the macro aspect of surface structure,such as topic arrangement,introduction content,directory setting,illustration comparison,exercise comparison and so on,but there is less in-depth research on the textbook.Especially after the promulgation of the new curriculum standards,the research on the specific implementation of the core literacy of physics in the new textbooks is even less.In the aspect of content selection,most of the researches focus on mechanics,but few on magnetism.As the focus and difficulty of high school physics textbooks,the content of magnetism is closely related to our daily production and life.This research aims at the interpretation and research of the relevant changes of magnetic experiment in the new Guangdong Education Press Textbook,and analyzes how the changes reflect the core quality of physics.The specific contents of this paper are as follows:Starting from the physics curriculum standard,this paper first compares the content changes of the new and old curriculum standards.It mainly focuses on four aspects: the basic idea,the course objective,the course structure and the change of magnetic content requirements,among which the change of magnetic content requirements is the key analysis content.By analyzing the content of magnetism in the new and old curriculum standards,it is found that the new curriculum standards delete the old scientific knowledge and the content requirements that do not meet the students' cognitive level.At the same time,it emphasizes the content of experiments and the role of model construction.For the content requirements of magnetism,it reflects the two-way circulation and progressive characteristics of the content,which is in line with the students' cognitive law.Then,this paper defines the sub elements of the four elements of physics core literacy,and constructs the framework of textbook comparison.Next,the paper makes statistics on the frequency of each element of core literacy in the textbook,and analyzes the statistical results.It can be seen that among the four elements of physics core literacy,"scientific argumentation" and "evidence" have the highest frequency,which reflects the objectivity,scientificity and logicality of physics knowledge presentation.The frequency of questioning and innovation is the least,and the influence of teaching materials on the cultivation of students' innovation is limited.In teaching,teachers should be aware to increase the cultivation of questioning ability and innovation spirit.After understanding the whole content of electromagnetics in the textbook,this paper focuses on the analysis of the changes of electromagnetics experiments in the new and old Guangdong Education Press.Experimental comparison is divided into three parts:demonstration experiment,exploratory experiment and extended experiment.Through the comparison,we find that the changes of the experiment are mainly reflected in the following five points: the display of the experiment adds pictures and texts to further highlight the role of the experiment;Some experiments are added,especially the extracurricular expansion experiment which is closely related to life;Some experiments were deleted;The order of some experiments was adjusted;Extracurricular expansion experiment is more appropriate to contemporary technology.Finally,using the questionnaire survey of teachers' core literacy in classroom teaching,it is found that there are still some deficiencies in the implementation of core literacy in actual teaching,such as some teachers' limited experimental awareness,less experiments,teachers' insufficient understanding of core literacy and so on.Combined with empirical research,this paper gives four teaching suggestions: improve teachers' experimental consciousness,implement inquiry experiment;Pay attention to experimental logic,enhance the cultivation of students' innovative consciousness;Strengthen the experimental communication and cultivate students' self reflection consciousness;Combine with practice,cultivate students' ability to solve problems.This paper analyzes the differences between the new and old textbooks from the perspective of physics core literacy,which is helpful for teachers to understand the connotation of physics core literacy,prepare lessons with textbooks,and implement physics core literacy in the teaching process.