Research On The Consistency Between Senior High School Physics Textbooks And Curriculum Standards Based On Physics Core Literacy

Since the fall of 2019,all versions of new physics textbooks for senior high schools prepared according to the Standard of Physics Curriculum for Ordinary Senior High Schools(2017 Edition)will be put into use in various places.Whether the new physics textbook of 2019 edition is appropriate or not will directly affect whether the ideas and strategies of the new curriculum reform can be translated into reality and determine the quality of the new curriculum reform.Therefore,this study takes the required 1 module of the 2019 PEP senior high school physics textbook as the research object,draws lessons from the SEC consistency model widely used in textbook evaluation,and quantitatively analyzes the consistency between the new physics curriculum standard and the required 1 module of the new physics textbook in physics core literacy,in order to provide new research ideas for textbook evaluation based on core literacy.This research mainly from the following aspects:(1)Building on the SEC consistency analysis model,innovating the SOLO classification theory,combining the physics "core literacy theme" and "literacy level" embodied in the new physics curriculum standard and the new physics teaching material from the perspective of physics core literacy,and constructing the consistency coding framework between the analysis textbook and the curriculum standard in the core literacy;(2)Analyze the consistency characteristics of teaching materials and curriculum standards from the overall,"core literacy theme" dimensions and "literacy level" dimensions,and judges the degree of consistency between the textbooks and curriculum standards in physics core literacy;(3)According to the results of the consistency study,it provides reference for the revision of the high school physics curriculum standard,the compilation of teaching materials and the actual teaching of teachers.The innovation of this study has two points: first,when analyzing the consistency between the new physics curriculum standard and the new physics textbook by using the SEC consistency analysis model,the traditional two-dimensional coding framework in the SEC consistency analysis model is modified from "content requirement ×cognitive level" to "core literacy theme × literacy level ";Second,the SOLO classification theory was innovated and revised,and the difficulty that "literacy level" can not be divided in new physics textbooks was broken through by using the innovative and revised SOLO classification theory,and a method of weight analysis of "literacy level" in new physics textbooks was established..Through the analysis of the consistency characteristics between the new physics curriculum standard and the new physics textbook,the following conclusions are obtained:(1)In terms of Porter consistency.The new curriculum standard of physics and the new textbook of physics only have significant consistency at 0.05 level in two aspects of physics concept and scientific thinking.However,there is no significant consistency in the whole of physical core literacy and scientific inquiry and scientific attitude and responsibility.(2)In terms of key distribution.The new physics textbook has more emphasis on core literacy than the new physics curriculum standard,that is,the new physics curriculum standard has more concentrated emphasis on core literacy,while the new physics textbook has more scattered emphasis on core literacy.In the horizontal distribution of the curved surface graph,that is,the "core literacy theme",there are differences between the new physics curriculum standard and the new physics textbook.In the aspect of vertical distribution of curved surface map,that is,the " literacy level ",the key distribution of new physics curriculum standard and new physics textbook is similar,but there are some differences.(3)In terms of "core literacy theme".The consistency between the new physics curriculum standard and the new physics textbook in the single dimension of "core literacy theme" is high,and the Pearson correlation coefficient of the two in the dimension of "core literacy theme" has reached an extremely significant correlation at0.01 level.(4)In terms of "quality level".There are obvious differences in the ratio distribution between the new physics curriculum standard and the new physics textbook on the "literacy level" at all levels,and the Pearson correlation coefficient of the two in the "literacy level" dimension has no significant correlation.Based on the above research,the author puts forward relevant suggestions from three aspects: the revision of curriculum standards,the compilation of teaching materials and teachers' teaching.In the revision of curriculum standards:(1)It is necessary to increase the detailed interpretation of physics core literacy;(2)The behavioral verbs should be clearly divided according to the physical core literacy goals at different levels.In the compilation of teaching materials:(1)It is necessary to make detailed use of physics curriculum standards to compile teaching materials;(2)It is necessary to make the physical core literacy requirements embodied in teaching materials explicit.In terms of teachers' teaching:(1)Interpretation of the General High School Physics Curriculum Standards(2017 Edition)should be taken as an important training material for high school physics teachers;(2)Teachers need to make full use of the supporting role of teaching materials in the teaching process,so as to promote the core quality of physics to truly land in the actual teaching.