A Comparative Study Of New And Old Pep High School Physics Textbooks From The Perspective Of STSE

In the new high school physics curriculum standard officially released in 2017,suggestions for the compilation of textbooks were proposed to incorporate content related to science,technology,society and the environment.In our country's curriculum reform,cultivating "core literacy" is an important goal.The new high school physics curriculum standard also proposes cultivating students' physics core literacy,and its important teaching approach is STSE education.The first "S" in "STSE" stands for Science,"T" stands for Technology,the second "S" stands for Society,and "E" stands for Environment.In school education,the main material for teachers' teaching activities is textbooks,and the main basis for teaching design is also textbooks.Therefore,the changes in textbooks are also a direct manifestation of education reform.In 2019,the new PPE version of high school physics textbook was officially published.Based on the STSE perspective,this research conducted a comparative study on the new textbook and the compulsory one and compulsory two of the PPE version of high school physics textbook published in 2004,and tried to analyze the changes in the new textbook.The reason is to learn the new textbook better on the basis of the old textbook.The main tasks of this research are:First,literature research.Through literature research,the status quo of STSE education research and comparative research on physics textbooks and the trend of publication of papers are sorted out and summarized,and the STSE education research and comparative research on physics textbooks are classified and summarized.Determine the research object and content of this subject,the research methods used and the significance of the research of this subject.Second,theoretical research.Explains the related concepts of this research,especially the classification of the four dimensions of STSE,and introduces the related theoretical basis of this research.Third,the overall structure comparison.First,interpret the new curriculum standard on the basis of the old curriculum standard,and analyze the changes in the new curriculum standard based on related concepts and theories;then compare the old and new curriculum standards with compulsory one and two in the structure of the old and new textbooks,and use related concepts and theories.Based on the analysis of the new curriculum standards and changes in the new textbooks.Fourth,the specific content is compared.In the STSE perspective,compare the six contents of pre-class introduction,columns,experiments,sample questions,after-class exercises and textbook illustrations of the new and old textbooks.According to the curriculum requirements of the new curriculum standard,the core literacy of the subject,STSE education theory,environmental education theory,and life Educational theory,constructivist learning theory,humanistic learning theory and other theoretical foundations analyze the changes in the new textbooks and put forward relevant teaching suggestions.Fifth,research results and result analysis.To summarize the above research,according to the requirements of the new curriculum standard,in the compulsory one and compulsory two of the new textbook,the three dimensions of scientific progress,technological development and social life in STSE education have been emphasized in different contents to promote training The core literacy of students in physics;however,the dimension of ecological environment is not prominent enough in compulsory one and compulsory two of the new textbook.This is the limitation of the research object,and the status of ecological environment in the new textbook needs further research.