Comparative Analysis Of Three Versions Of High School Textbooks

The new curriculum standard clarifies the four core competencies of high school physics:physical concepts,scientific thinking,scientific inquiry,and scientific attitudes and responsibilities.Scientific reasoning is an important part of scientific thinking,and the general physics high school curriculum standards divide the level of scientific reasoning elements,so improving students’ scientific reasoning ability and cultivating students’ scientific thinking is one of the indispensable ways to implement core literacy.At the same time,as an important carrier for teachers to teach knowledge and students’ learning,teaching materials play an extremely important role in teaching.The study of teaching materials is conducive to helping teachers better understand teaching materials,and can also compare and analyze the characteristics of different teaching materials,so that teachers are not limited to the arrangement ideas of the local teaching materials,but choose more appropriate teaching ideas and methods according to the actual situation of students.Based on Lawson’s definition of scientific reasoning,the scientific reasoning subdimensions in this article are divided.According to the definition of sub-dimensions,the content of scientific reasoning embodied in the compulsory textbooks of Renjiao Edition,Luke Edition and Cantonese Teaching Edition is classified and summarized,and then the three textbooks are compared and analyzed in different dimensions to analyze what form of reasoning is presented in a certain section of different textbooks and how to present it.Finally,front-line teachers were interviewed to understand their mastery of scientific reasoning knowledge and whether the teaching materials reflected scientific reasoning.Divide scientific reasoning into seven dimensions: conservation reasoning,proportional reasoning,correlation reasoning,control variable reasoning,probabilistic reasoning,hypothesis deductive reasoning,and inductive reasoning;According to the statistics of the classification and summary results of the three textbooks,it is found that the teaching materials of the People’s Education Edition have a good presentation of conservation reasoning,with a total of 5 places.The Luke version of the textbook presents the relevant reasoning process well,a total of 22 places,and the Cantonese version of the textbook presents a better presentation of inductive reasoning,a total of 9 places.The comparative analysis of the textbooks shows that different forms of reasoning are presented in different ways in the textbooks,and it is found that the textbooks have a certain order in the presentation of scientific reasoning.The three versions of the textbook do not find the presentation of probabilistic reasoning,which is also an important form of scientific reasoning.After analyzing the interview results,it was found that there were certain deficiencies in the understanding of front-line teachers about scientific reasoning related theories,and teachers generally believed that the textbooks had a certain presentation of scientific reasoning,but teachers also needed guidance in teaching to improve the process of scientific reasoning,in addition to the interviewed teachers said that they would consciously cultivate students’ scientific reasoning ability.