A Comparative Study On The Example Design Of The Fourth Edition Of Junior High School Physics Textbooks From The Perspective Of Core Literacy

Core literacy is a hot spot in recent years.The examples in textbooks have important functions such as consolidating new knowledge,demonstrating and leading,training thinking and revealing methods,which plays an important role in the cultivation of students’ scientific thinking and an important carrier for the implementation of core literacy.However,examples have not been given due attention in junior high school physics textbooks.Therefore,how to design the examples in junior high school physics textbooks is worthy of further study.This study adopts two research methods: text comparison and interview,and has designed and used two research tools: text analysis framework and interview outline.The research object is the complete content with the words of "example(subject)" or "example" in each chapter of the four editions of junior high school physics or science textbooks at home and abroad,including the stem,analysis,solutions,results and other materials.Specifically,the text comparison is conducted from five dimensions of the number of examples,the type of examples,the stem of the problem,the process of solving the problem,and the result evaluation;and the interview is conducted from seven dimensions of the function of examples,the number of examples,the type of examples,the stem of the problem,the process of solving the problem,the result evaluation and the use of examples.The conclusion of the text comparison: firstly,in terms of quantity and type,there is no significant difference of the four editions of textbooks,which generally has the problems of less quantity and single type;secondly,in terms of question stem,the overall performance of the four editions of textbooks is problem-free situation problem stem,and all the example stem except one example in Zhejiang Education press are presented in the physical model;thirdly,in terms of process of solving problems,the four editions of textbooks are quite different and have their own characteristics;fourthly,in contrast,PEP and Pearson pay more attention to the evaluation of the results of examples,especially Pearson edition,which shows that all examples present the evaluation of the results.The conclusion of the interview: firstly in terms of function,the examples in the textbooks play the role of building support,demonstrating and leading;secondly in terms of quantity and type,the number of examples in junior high school physics textbooks is relatively small and the types of questions are too single;thirdly in terms of question stem,examples need real problem situations,and on the premise of adapting to the "zone of proximal development" of students,they should directly present the actual problems,rather than simply give the physical model after decomposition and simplification;fourthly in terms of process of solving problems,examples should systematically reveal the process of scientific thinking,which is embodied in the independent presentation of stem analysis,the first combing of problem-solving ideas and the explicit presentation of scientific methods in the process of problem-solving;fifthly in terms of the result evaluation,examples should pay attention to the multi form evaluation of the results.Finally,based on the above conclusions and related literature,this study puts forward suggestions on the design of examples in junior high school physics textbooks,that is,firstly,increasing the number of examples appropriately;secondly,striving to diversify the types of questions;thirdly,the problem stem should point to the problem solving in the real situation;fourthly,the process of scientific thinking should be revealed systematically during problem solving;fifthly,paying attention to the evaluation of results.And try to develop the case of example design according to the above suggestions.