Evaluation Studies, Based On The Scientific Literacy Of High School Physics Textbooks

"Improving the students' scientific literacy" is one important objective of the senior school physics curriculum reform. The different versions of the senior school physics textbooks have made the corresponding reform in writing and design to realize this goal. However, the implemented situation of scientific literacy in the senior physics textbooks will be accurately mastered and knew by scientifically evaluating the senior school physics textbooks. The present evaluation study of textbooks is only about the knowledge content, system structure, layout design, etc. The study is neither characteristic, also have no relevance. And it is rare about the evaluation research of the senior school physics textbooks. Therefore, this evaluation of the senior school physics textbooks, which is based on the scientific literacy, not only can provide the advices and help for the writers and designers of the high school physics textbooks, but also can make up the blank of the textbooks evaluation research. At the same time, this study can also help the schools, teachers and related departments to identify and choose high school physics textbooks.This paper is about the evaluation of the senior school physics textbooks based on the scientific literacy, the main work about this paper includes the following aspects:1. I analyzed and summarized the research theory and the results at home and abroad by studying the literature, which are about the scientific literacy and textbook evaluation.2. according to the existing research at home and abroad, and the new physics curriculum standard, I established the evaluation index system of the senior school physics textbooks based on the scientific literacy, combining the characteristics of senior school physics textbooks; Evaluation index system is divided into the evaluation index of teaching target and the content and the evaluation indexes of the textbooks' implementation effect.3. According to the evaluation indexes of the textbooks' implementation effect, I compiled the teacher questionnaire and carried on the survey to the teachers who use the senior school physics textbooks published by PEP and Shanghai Science and Technology Press.4.1 evaluated and compared the implementation effect of scientific literacy in the senior school textbooks published by PEP and Shanghai Science and Technology Press, using the evaluation index system and the teacher questionnaire results.Based on the above research, I mainly get the following some aspects of conclusion:1. The teaching target of senior school textbooks Published by PEP and Shanghai Science and Technology Press, only involves scientific knowledge target, and the teaching target of senior school textbooks Published by PEP, is less lively and interesting than the teaching target of senior school textbooks published by Shanghai Science and Technology Press in expression and design.2. There is no reading material after some chapters of senior school textbooks published by PEP, and there is too little reading material about the physics history. Meanwhile, the textbooks did not set hands-on columns after every lesson. The senior school textbooks published by Shanghai Science and Technology Press, did not set the relevant columns for training students' communication and expression ability in class. In addition, Some basic knowledge and experimental, which are required in curriculum standards, were leave out in senior school textbooks published by Shanghai Science and Technology Press.3. There is no question before the new lessons to help teachers confirm the students' original knowledge and experience, in the senior school textbooks published by PEP and Shanghai Science and Technology Press. The teaching design idea from the special to the general, which is in the senior school textbooks published by Shanghai Science and Technology Press, makes some contents' sequence arrangement in textbooks does not conform to the students' cognitive laws.4. The content in senior school textbook published by PEP is no more rich and lively than the content in the senior school textbook published by Science and Technology Press. So the most of teachers, who are using senior school textbooks published by PEP, do not use a lot of CAI teaching tools. The most of teachers, who are using senior school textbooks published by Shanghai Science and Technology Press, are not familiar with their textbooks.So they design teaching relying on network. and they can not flexible apply everyone teaching tools.5. The experiment design in the two editions of textbooks is bad for the teachers implementing inquiry teaching. So during the experimental teaching process, the most of teachers using the two editions of the textbooks, usually teaching experiments firstly, then the students begin to do the experiments. During the classroom teaching process, the teachers using textbooks published by Shanghai Science and Technology Press are more willing to do a guide. This phenomenon explains that the senior school physics textbooks published by Shanghai Science and Technology Press is good for the teachers changing the roles.6. The two respects scientific literacy about scientific process and methods, emotion, attitude and the values in the two editions of textbooks are not to be implemented in practice very well. So the student's the two respects scientific literacy is not significantly improved.