Comparative Study Of The Engineering Physics Texts Content Difficulty Between The Self-taught Undergraduate And The Average Undergraduate

Today, it is a society full of competition for talents, in which knowledge matters as the most capital. With the science and technology changing dramatically, lifelong learning and many self-taughts are so strongly advocated at home and abroad that it is a necessity to compile texts suitable for many self-learners. In the past of more than thirty years have witnessed the implementation of Higher education self-taught examinations, and in the meantime physics has been acting as a compulsory and public basic subject for most of self-taught undergraduate engineering majors, as a result of which, in comparison with study of the engineering physics texts of the self-taught undergraduate, it is inevitable for us to compile and revise timely undergraduate texts for self-taught examinations. When referring to literatures, you will find the study of the engineering physics texts relatively little and less literatures related to discussion of the difficulty about the engineering physics texts of self-taught undergraduate by means of ration. This paper is aimed at acquiring the comparative data about how difficult the engineering physics texts of the self-taught undergraduate is through the longitudinal comparison between the current and the old version self-taught undergraduate engineering physics texts,and the transverse comparison between the current self-taught and the current undergraduate engineering physics texts. And simultaneously the content system, the level proportion of knowledge learning requirement, and the differences of exercises setting and editing style are also concluded in the expectation that redactor or compilers of the engineering physics texts of self-taught undergraduate can make a reference to them.The research choosing the self-taught undergraduate and the average undergraduate engineering typical physics texts as the research objects through the method of study and literature review. On the basis of statistical analysis, through the comparison of three dimensions,that is the comparison of current self-taught undergraduate engineering physics texts and the old version, the comparison of current ordinary undergraduate engineering typical physics texts,and the comparison between current self-taught and current ordinary undergraduate engineering typical physical text, we can come to the following conclusions:compared to the old self-taught undergraduate engineering physics texts,the current one reduing by 2 content modules; knowledge points reduing by 77;and the whole difficulty values reduing by 124; the average difficulty values increasing by 0.14. The number of examples in total increasing 24 and the number of exercises with the decrease of 21.In a world, the new one presents us with more question types, hardly changing layout style and also closely with the examination syllabus. Secondly, what the current engineering physics texts have in common is that they feature wide coverage, self-contained module in sequence, knowledge points for an average of 308.5, the total difficulty value of text for an average of 675.25, the average difficulty value for an average of 2.24.Learning is selective learning with an average of 169.75 examples, less type of exercise questions but the average number is 832. All of them pay more attention to the thought, column setting, and focus on the teaching and guide students in self-learning, flexible printing, the complete information of teaching and studying materials, and different layout styles. Thirdly, in comparision with the physics text of the average undergraduate, the existing engineering physics of self-study differs greatly in style,which is reflected as the following aspects:its coverage is reduced by 50%, the knowledge points reducing by 180,the total difficulty reduing by 426, the average difficulty value rduing 0.16, without setting the optional content,and examples 42 less, more exercise questions types but the number is less 63.23%,less column, all of which focus on guiding the self-study and exams tutoring.Typesetting printing is traditional, while the classroom of network is systematic standardized.Ultimately, we can draw lessons that when compiling and revising the engineering physics texts of the self-taught undergraduate, the style of the engineering physics texts of average undergraduate can be used as the auxiliary on the basis of the national higher education self-study exams. It is appropriate to increase the whole difficulty, to keep the average difficulty and learn from editing style of the ordinary undergraduate engineering physics textbooks. For example:Set up a small amount of the elementary content,make appropriate adjustments to the arrangement order of knowledge module, add the appropriate columns and art layout, set up a small amount of questions, and provide the necessary basic knowledge of mathematics, etc.