A Study On The Alignment Between The Experimental Content Of Senior High School Physics Textbooks And Curriculum Standard Based On Scientific Inquiry Literacy

Textbooks and curriculum standards are both elements of the curriculum system.The former is based on the latter,and the latter depends on the former.Improving the consistency between textbooks and curriculum standards will help to strengthen the connection between the elements of the curriculum system,make the curriculum system closer and more stable,and then improve the implementation level of curriculum reform.In 2017,the curriculum standards of various disciplines in ordinary high schools(2017Edition)were revised and put into use.The biggest difference from the curriculum standards(Experiment)in 2003 is that the curriculum standards of various disciplines in ordinary high schools(2017 Edition)emphasize the integration of the requirements of discipline core literacy into all aspects of curriculum,teaching materials and teaching.Among them,the physics curriculum standard of senior high school(2017 Edition)points out that the content of teaching materials should be selected around the implementation of the core literacy requirements of physics discipline.In terms of scientific inquiry literacy,we should pay attention to selecting the content of teaching materials from the perspective of scientific inquiry.Therefore,based on the perspective of literacy,this study takes the experimental content of senior high school physics compulsory textbook published by people’s education press as the research object,and puts forward the following research problems: First,what is the overall situation of the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy? Second,what is the specific situation of the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy? Third,what is the difference between the experimental content of high school physics textbooks based on scientific inquiry literacy and the consistency level of curriculum standards? Fourth,what are the main factors affecting the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy? These problems need to be explained by researchers in theory and practice.Based on the modified GAAT model,this study studies the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy.Firstly,the feasibility of GAAT model is analyzed,and the GAAT model is localized through expert consultation,so as to form a theoretical model for the research on the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy.Secondly,using the content analysis method,six experts are invited to encode the high school physics curriculum standards to form standard tools,and then 12 experts are invited to encode the experimental contents of high school physics textbooks to form textbook tools.Thirdly,through the calculation of consistency index,this paper analyzes the consistency level between the experimental content and curriculum standard of high school physics textbooks based on scientific inquiry literacy.Finally,through literature research and expert interviews,this paper analyzes the influencing factors of the consistency between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy.Based on the above analysis,this study draws the following conclusions:Firstly,the basic characteristics of the consistency level between the experimental content and curriculum standards of high school physics textbooks based on scientific inquiry literacy mainly include four aspects: first,the consistency level between the experimental content and curriculum standards of high school physics textbooks is good in evidence elements and poor in communication elements;Second,the overall literacy level reflected in the experimental content of high school physics textbooks is slightly lower than that required by the standard experimental content,and the communication elements are far lower than that required by the standard experimental content;Third,the consistency between the experimental content of senior high school physics compulsory 1 Textbook and the curriculum standard is good,and the consistency of compulsory 3 is poor;Fourth,the consistency between the experimental contents and curriculum standards of senior high school physics textbooks in confirmatory experiments is good,and the consistency in basic practice experiments is poor.Secondly,the influencing factors of the consistency between the experimental content of high school physics textbooks and the curriculum standards based on scientific inquiry literacy mainly include three aspects: first,the impact of the transformation of curriculum ideas,including the transformation of curriculum ideas from "knowledge-based" to "literacy-based",the treatment of the relationship between knowledge and literacy in high school physics curriculum standards,and the understanding of the relationship between knowledge and literacy by the writers of high school physics textbooks;The second is the influence of the compiling orientation of high school physics textbooks,including reflecting the important position of physics experiment in high school physics curriculum,improving students’ scientific inquiry literacy through physics experiment,considering the experimental teaching needs of high school physics teachers,considering the law of students’ physical and mental development,etc;The third is the influence of the specialization level of senior high school physics textbook writing team,including the composition structure of senior high school physics textbook writing team,the educational background of senior high school physics textbook writers,the writing ability of senior high school physics textbook writers,etc.Based on the above research conclusions and in-depth interviews with experts,this study puts forward four countermeasures and suggestions: First,revise and implement the experimental requirements of high school physics curriculum standards,including enhancing the correlation between experimental content and scientific inquiry literacy,refining the relevant requirements of necessary experiments,improving the openness of inquiry experiments,and carrying out training for the experimental requirements in high school physics curriculum standards;The second is to standardize and optimize the experimental content of high school physics textbooks,including appropriately adding life-oriented small experiments,standardizing the scientific inquiry procedures of experiments,improving the openness of inquiry experiments,optimizing basic practice experiments,etc;Third,build a high-level professional high school physics textbook writing team,including strengthening the gradient construction of high school physics textbook writing team,giving full play to the joint role of experts in various fields,supplementing professional research,experts in writing high school physics textbooks,etc;Fourth,improve the experimental teaching ability of senior high school physics teachers,including improving the training mechanism of senior high school physics teachers,promoting the effective cooperation of senior high school physics teaching and research group,improving the conditions of school experimental teaching,etc.