A Comparative Study Of Senior High School Physics Textbooks Based On Global Competence

With the development of globalization and the advancement of science and technology,countries are increasingly linked.Since the 21 st century,major international organizations,countries and regions have tried to build a talent capability structure adapted to the knowledge society in the new century,and described some key skills or core competence that students should have in the 21 st century.Global competence education has become a top priority.Textbooks are an important medium for disseminating educational information,and an important carrier for implementing global competence education in physics teaching and reflecting the educational philosophy and value of physics education in China,which can help teachers better cultivate students’ global competence and meet the needs of this increasingly interconnected world.Different versions of the textbook have their own characteristics.Objectively analyzing current high school physics textbooks can provide a basis for formulating new educational policies and teaching practices,prompting us to examine the role of physics education in the context of globalization from a new perspective.This study uses literature research method,case analysis method,content analysis method,comparative research method and quantitative analysis method to sort out the dimensional division of global competence in related research,and combined with the 2018 PISA assessment framework released by OECD organizations,discusses the presentation of content on global competence in the six compulsory textbooks of the textbooks of the 2019 People’s Education Press and Shandong Science and Technology Press,and compares the two versions of the textbooks.It is hoped that this study can provide a reference for the preparation of high school physics textbooks,teachers’ teaching practices,and the cultivation of global competence talents in countries and schools.The study found that the main commonalities in the presentation of content on global competence in the two editions of the textbook are as follows: From compulsory textbook 1 to compulsory textbook 3,the content level of the two versions of high school physics textbooks gradually increased;The presentation position and expression show the characteristics of plurality and imbalance as a whole.The main differences are as follows: The content level of the textbooks of Shandong Science and Technology Press is higher than that of the textbooks of People’s Education Press;The preferred presentation position of the two versions of the textbook is different,and the diversity of the presentation position of the textbooks of People’s Education Press is not as good as that of the textbooks of Shandong Science and Technology Press;There are some differences in the way the two versions of the textbook are presented;In general,the number of various representation methods presented in the textbooks of Shandong Science and Technology Press is more,while the representation methods of the textbooks of People’s Education Press is more comprehensive.In view of the above conclusions,the author makes suggestions: Make the content on global competence in textbooks richer and indicators appropriately distributed;Make the content of the textbook more reasonable arrangement,diversify the representation methods,and attract students’ attention;Combine global competence with Chinese characteristics and present relevant content in textbooks;Teachers focus on improving their global competence,select appropriate textbooks and content for instructional design and integrate global competence development into the education process to enhance students’ ability to cope with global challenges and their own competence.