Consistency Analysis Of Textbook Language And Curriculum Standards Based On Core Literacy ——Taking Chapter 3 Of Compulsory Textbook Of High School Physics Of People's Education Press As An Example

Curriculum standard are programmatic documents issued by the Ministry of National Education to guide the compilation and teaching of textbooks for all subjects in middle schools.The Curriculum Standard of Physics for Senior High School(2017 Edition)is a guidance document issued by the Ministry of National Education for a new round of physics curriculum reform,which puts forward requirements for senior high school physics curriculum from four aspects: "physics concept","scientific thought","scientific inquiry" and "scientism and responsibility".Textbooks are direct text materials for teachers' teaching and students' knowledge learning,the People's Education Press published a new version of the series of Physics Textbooks for Ordinary High School in 2019.The authors compiled the textbooks of this version after in-depth interpretation of the new curriculum standards and combined with the actual situation of physics teaching in China.It is hard to avoid the influence of subjective factors of the participants in the interpretation process,and the series of textbooks will be adopted nationwide in 2022.Then,does the compilation of the new version of physics textbooks reflect the core literacy of physics in accordance with the requirements of curriculum standards? To what extent? How about the consistency between textbooks and curriculum standards? The series of questions are exactly topics that scholars,experts and front-line teachers need to study urgently.On the basis of Constructivism Learning Theory and Ausubel's Meaningful Learning Theory,this research takes the Chapter 3 of Compulsory 1 of Physics Textbooks for Ordinary High School newly published by the People's Education Press and The Curriculum Standard of Physics for Senior High School(2017 edition,2020 Revision)as the research object.compared and analyzed the language content,logical structure and language presentation of the textbook with the core literacy in physics in the new curriculum standard with the use of the SEC consistency analysis model and ISM analysis model to understand the implementation of the textbook language content on the core literacy in physics;finally,put forward some suggestions from the three aspects of textbook compilation,teaching and curriculum standard revision based on the research results.The research results show that: according to the value of Porter's consistency coefficient,the compilation of this section of the textbook can be consistent with the core literacy in the curriculum standard,but the consistency degree is not very high;the content of each section in Chapter3 of the textbook contains more embodiment of the two dimensions of "physics concept" and "scientific thought",and less embodiment of "scientific inquiry" and "scientism and responsibility";the logical structure of this section is clear,which is in line with the cognitive development of students,and there is a correlation between the logical structure of knowledge and the embodiment of core literacy.