Comparative Study And Teaching Inspiration Of The New And Old High School Physics Human Education Edition Textbooks From The Perspective Of Scientific Inquiry

With the progress of the times and the rapid development of technology,education reform is inevitable in the context of the new era,while curriculum reform is the core of education reform,and teaching materials are the key to support the curriculum.In early 2018,China’s Ministry of Education officially promulgated the General High School Physics Curriculum Standards(2017)Edition,which put forward new requirements for the curriculum program and curriculum standards,etc.In order to give full play to the nurturing function of the physics curriculum,the new standards put forward the core literacy of physics subjects,and scientific investigation is one of the core literacy of physics subjects and one of the cores of the new curriculum standards reform.2019 China’s People’s Education Press issued a new edition of "High School Physics Textbook-Physics" and put it into use in all provinces and cities in China in the fall of 2022.In order to inherit the reasonable and excellent components of the old textbook,and on this basis to help the majority of front-line high school physics teachers to innovate and use the new textbook,this thesis compares and analyzes the "motion and force" part of the 2019 and2004 editions of the high school physics textbook from the perspective of scientific investigation.It is based on the recent developmental zone,constructivist theory and metacognitive theory.Literature research,comparative research,content analysis,and interviews were used.Based on previous research,the principles of scientific inquiry in physics textbooks were discussed.After analyzing relevant literature and theories and the characteristics of scientific inquiry in physics textbooks,a framework and dimensions of "scientific inquiry" were constructed,including the distribution of scientific inquiry,the presentation of scientific inquiry,the elements of scientific inquiry,and the level of scientific inquiry.Based on these four dimensions,a comparative analysis of the old and new physics textbooks was conducted.Based on these analyses,it is found that the scientific inquiry part of the new edition of the textbook has undergone major changes.(1)the new and old textbooks are rich in the scientific inquiry section,and the new textbook has more diverse sections;(2)the presentation of scientific inquiry in the new and old textbooks is similar,and the new textbook focuses on using illustrations to facilitate teaching;(3)the new textbook inherits and carries forward the process skills element of the old textbook,and adds the "communication" element to it.(4)the level of openness of scientific inquiry is more consistent in the old and new textbooks,and the new textbooks are closer to life.In response to the changes in the new textbook,the author interviewed high school physics teachers in a school in Hohhot about the teaching of scientific inquiry using the new textbook.The comprehensive interview results yielded that teachers generally had problems in their perceptions of the core literacy of scientific inquiry,the implementation of scientific inquiry teaching,and the use of related teaching strategies.Based on the results of the comparison of old and new physics textbooks and combined with pedagogical psychology teaching theories,three teaching strategies were proposed from the perspective of teachers’ teaching:(1)problem-oriented,focusing on the process of scientific inquiry;(2)life-based,creating scientific inquiry situations;(3)using the standards as a benchmark,and using the scientific inquiry section flexibly.Based on these three strategies,I selected the "motion and forces" part of the "friction" and "free fall motion chapter" to analyze and demonstrate the teaching case.Finally,according to the characteristics and advantages of the new textbook and the actual teaching practice,the following suggestions are made to the high school physics teachers when using the scientific investigation part of the new textbook:(1)study the relevant theories extensively to consolidate the theoretical foundation of scientific investigation;(2)understand the curriculum standards in depth and use the scientific investigation section flexibly;(3)integrate teaching resources effectively and pay attention to scientific practice.