Comparative Analysis On The Structure Of Senior High School Physics Textbook Based On ISM Method

With the implementation of the Physics Curriculum Standard for Senior High Schools(2017 Edition)and the clear proposal of the core quality of physics discipline,in 2019,various versions of physics textbooks for senior high schools prepared in China.According to the same curriculum standard,the textbook compilers compile textbooks.Due to the influence of their own experience and the situation of students in the study area,there are differences in compiling concept.As a result,different versions of high school physics textbooks have differences in content selection,arrangement order,core literacy and knowledge structure reflected in the textbooks.Each edition of physics textbooks presents its own characteristics.This thesis makes a comparative analysis of different versions of textbooks,which can integrate educational resources and carry out the secondary development of textbook resources,so as to optimize the role of textbooks in promoting teaching.This thesis uses a variety of research methods,such as literature research method,interpretative structural modeling method and comparative research method.Firstly,it combs the domestic and foreign literature on the comparison of physics textbooks and the application of ISM method in the research of physics textbooks.This thesis defines the concepts of textbook,textbook structure,ISM method and scientific thinking,and expounds the theoretical basis of this thesis.Secondly,it introduces the structure comparison process of physics textbooks based on ISM,and explains the comparison process in detail.According to the comparison process,this thesis analyzes the knowledge structure of the People’s Education Edition and Luke Edition,and obtains the system structure model under each theme of the two editions of textbooks.Finally,according to the system structure model,this thesis compares and analyzes the knowledge structure of the two editions of textbooks from four aspects: the selection of knowledge elements and the implementation of scientific thinking,the similarities and differences of initial elements,the similarities and differences of node elements and the forming relationship between elements.Based on the conclusion of comparison,this thesis puts forward the corresponding teaching strategies for teachers to analyze physics textbooks and improve teaching design.At the same time,the learning case is designed according to ISM method to help students sort out the knowledge structure.To sum up,this study draws some conclusions.First of all,in terms of the overall structure,the People’s Education Edition presents the characteristics of scattered form and concentrated spirit,and the Luke Edition presents the characteristics of simplicity and refinement.The People’s Education Edition has more knowledge elements,clear points,substantial content and specific description.In contrast,the Luke Edition has strong generality.Secondly,by comparing the structure of the two editions of high school physics textbook,it is found that the selection of knowledge elements pays attention to the foundation.As a compulsory course,the knowledge elements selected in the two editions of textbooks are mainly basic concepts and laws,which are in line with the law of students’ cognitive development and easy for students to learn and understand.In terms of quantity,the number of knowledge elements of the People’s Education Edition is slightly more than that in the Luke Edition,and the main difference is in the "magnetic field".In terms of quality,the learning of knowledge elements is guided by problem situation.Both editions of textbooks pay more attention to the implementation of the elements of scientific thinking.Due to more exploration experiments in Luke edition,the elements of scientific thinking are richer.The Luke’s textbook introduces the core literacy in detail in "academic requirements of this chapter",and also marks scientific thinking in the content of the textbook.Among them,"physical model" appears more frequently in knowledge construction,followed by "scientific reasoning" and "scientific inquiry",while "questioning innovation" is less reflected in the formation of knowledge elements.The starting elements of the two editions of textbooks are basic.Through the starting elements,multiple knowledge chains are connected to form a more comprehensive knowledge structure.The node elements of the two editions of textbooks highlight the concept of protecting the environment,saving resources and promoting sustainable development,and pay attention to the implementation of the core literacy of scientific attitude and responsibility.The People’s Education Edition emphasizes the universality of knowledge,while the Luke Edition pays more attention to the practicability of knowledge.Through comparison,it is found that the formation paths of the elements of the two editions of textbooks are diverse,and the teaching order of knowledge elements is changeable.Finally,based on the conclusion of the comparative analysis of high school physics textbooks,this thesis puts forward some strategies to improve teaching.Physics teachers should integrate textbook analysis methods and broaden the perspective of textbook analysis.Teachers can determine the elements of knowledge and grasp the teaching content;understand the node elements and clarify the teaching objectives;optimize the formation path and determine the teaching process.According to the ISM method to guide the improvement of learning case,it can cultivate students’ ability to establish knowledge structure,timely feedback the teaching quality,deepen the connection between old and new knowledge and pay attention to core literacy,facilitate the formation of a complete knowledge structure.