Analysis And Research On The Contents Related To Cultivating Scientific Inquiry Literacy In High School Physics Textbook

Scientific inquiry has always been the focus of education and teaching.The relevant standard issued by the Ministry of Education in 2003 has clearly stipulated the requirements that students should meet in scientific inquiry.In 2018,China put forward the concept of core literacy of physics for the first time,and regarded scientific inquiry as an important aspect of core literacy of physics.With the promulgation of the new curriculum standard,the corresponding physics textbooks have also been updated.Textbooks are the basic materials for students to learn new learning and the basic reference for teachers in teaching.Therefore,the compilation and presentation of textbook contents affect the cultivation of students’ scientific inquiry literacy.In order to analyze the influence of textbook content on students’ scientific inquiry literacy,this study selected the high school physics textbook published by People’s Education Press in2019 as the research object.This study analyzed the presentation of textbook content on elements and indicators of scientific inquiry and the compilation of textbook content.First of all,the meaning of scientific inquiry is clarified by referring to relevant literature.According to the curriculum standards and existing studies,the textbook content analysis framework of scientific inquiry literacy is constructed.The textbook content analysis framework contains four elements: question,evidence,explanation and communication,and each element also contains two to three secondary indicators.Combined with the contents of textbooks,this study has carried out operational definition of various elements and indicators of scientific inquiry,and has given relevant teaching textbooks examples.Secondly,according to the analysis framework,quantitative analysis is carried out in each textbook,each textbook theme and each student’s required experiment.And the analysis results are compared with the compilation intention of the textbook to clarify the compilation situation of the textbook.Based on quantitative analysis and comparative study of the above three aspects,the following conclusions can be drawn.(1)There is a relatively large difference in the sum of times of presentation of scientific inquiry literacy indicators in each textbook.And the sum of times of presentation of different indicators in the whole textbook is also a large difference.In terms of the specific presentation of indicators,the openness of indicators such as conjecture or hypothesis,the design of inquiry scheme and so on is relatively high,while the openness of problem indicators is relatively low.(2)The total number of scientific inquiry literacy indicators presented by different textbook themes is different,but each textbook has some themes that can present more scientific inquiry literacy indicators,and each textbook content can present more than one scientific inquiry literacy indicator on average.(3)There is also a relatively large difference in the number of indicators presented in the compulsory experiments of students,but most experiments can present four or more indicators.Among experiments,the total number of indicators presented in the design of inquiry scheme and the implementation of inquiry scheme is the largest.(4)In terms of textbook compilation,most chapters of the textbooks can well present the compilation intention of textbook writers,except that some chapters are not quite consistent with the compilation intention.Thirdly,according to quantitative analysis results of the textbook,the theme with the largest number of indicators is selected for qualitative analysis,so as to clarify the cultivation of students’ scientific inquiry literacy by specific textbook content.After analyzing the theme of momentum and the law of momentum conservation in the textbook,the following conclusions can be drawn.(1)Even though the types of inquiry activities presented in the textbook are the same,the specific indicators and forms presented in the textbook content are also different but the differences are not great.(2)Different columns will be set up in the presentation of scientific inquiry in the textbook,and students’ scientific inquiry literacy will be cultivated according to the characteristics of the columns.Finally,based on the above conclusions,the following suggestions are put forward for the compilation and revision of textbooks and the use of textbooks.(1)The textbook should add appropriate types of inquiry activities to help students form correct understanding,appropriately adjust the frequency of indicators so that students can develop their abilities in all aspects,adjust the teaching textbooks content to make key content more prominent.(2)Teachers should clarify and understand the compiling intention of the textbook.When using the teaching material,we should grasp the knowledge content from the whole and part,make use of the characteristics of different columns to train students in different aspects of core physical literacy,choose appropriate content to lead students to carry out scientific inquiry activities,appropriate adjustment of relevant activities to enable students to develop the ability of scientific inquiry in all aspects.